Longhorn
Movement Activities
Teacher’s Guide
Grade 2
Pauline Wambugu
Cicilia Gathii
Published by
Longhorn Publishers (K) Ltd.,
Funzi Road, Industrial Area,
P.O. Box 18033 – 00500,
Nairobi, Kenya.
Longhorn Publishers (U) Ltd.,
Kanjokya Street, Plot 74,
Kamwokya,
P.O. Box 24745,
Kampala, Uganda.
Longhorn Tanzania (T) Ltd.,
New Bagamoyo/Garden Road,
Mikocheni B, Plot No. MKC/MCB/81,
P. O. Box 1237, Dar es Salaam,Tanzania.
Longhorn Publishers (Rwanda) Ltd.,
166 KG 13 off KG 11 Avenue,
P.O. Box 5910,
Kigali, Rwanda,
© • P. Wambugu • C. Gathii 2018
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of the Copyright owner.
First published 2018
ISBN 978 9966 64 027 7
Printed by
iii
Table of Content
Part One
Introduction............................................................................................................................... 1
The book structure ................................................................................................................... 1
The teaching process ................................................................................................................ 5
Grouping learners ..................................................................................................................... 8
Important attitudes in learning Movement Activities ......................................................... 9
Teaching resources.................................................................................................................... 10
Improvisation............................................................................................................................. 10
Special education needs and multi-ability learning .............................................................. 11
Safety in the classroom............................................................................................................. 13
Assessment and evaluation methods ..................................................................................... 13
Proposed grading system......................................................................................................... 15
Part Two
Strand 1: Basic Motor Skills.................................................................................... 17
Sub-strand 1.1 Locomotor skills: Hopping........................................................................... 17
Sub-strand 1.2 Locomotor skills: Leaping............................................................................. 37
Sub-strand 1.3 Locomotor skill: Jumping for distance ....................................................... 57
Sub-strand 2.1 Non-locomotor skill: Pulling and pushing ................................................. 74
Sub-strand 2.2 Non-locomotor skills: Turning .................................................................... 91
Sub strand 3.1 Manipulative skills: Kicking........................................................................... 100
Sub-strand 3.2 Manipulative skills: Stopping........................................................................ 119
Strand 2: Swimming .............................................................................................. 135
Sub-strand 2.1 Water safety: Signs of drowning .................................................................. 135
Sub-strand 2.2 Water safety: Rescuing a drowning person................................................. 147
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Sub-strand 2.3 Basic swimming skills: Treading water................................................. 160
Sub-strand 2.3: Basic swimming skills: Horizontal oat (Back oat) ........................ 175
Sub-strand 2.4 Basic swimming skills: Gliding.............................................................. 190
Strand 3: Gymnastics....................................................................................... 202
Sub-strand 3.1 Static balance: Back to back balance .................................................... 202
Sub-strand 3.2 Static balance: Wheelbarrow balance ................................................... 209
Sub-strand 3.3 Dynamic balance: Forward roll ............................................................. 214
Sub-strand 3.4 Dynamic balances: Wheelbarrow walk ................................................ 226
1
Introduction
The vision of the basic education curriculum reforms is to enable every Kenyan learner to
grow into an engaged, empowered and ethical citizen. This will be achieved by providing
every learner with the right standards in the skills and knowledge that they, need in order
to thrive in life. This shall be accomplished through the provision of excellent teaching,
school environment, resources and a sustainable visionary curriculum that provides
every learner with high quality learning. In order to do this, teachers must engage the learners
in exciting activities that allow them to use and progressively demonstrate the competences
outlined in the curriculum.
This Teacher’s Guide has been designed to place the learner at the centre of learning. It provides
pathways for identifying and nurturing the talents and interests of learners early enough to
prepare them for the world of work, career progression and sustainability.
Based on a competency-based curriculum, the guide, provides methods of assessment,
promotion of national values and national cohesion, and their integration into
the curriculum. The teacher should nurture the learner’s potential through the learning
pathways that are provided in this book. This is for the recognition of the learner’s potential,
gifts and talents. At the end of the day, no learner should be labelled a failure.
The book structure
This Teacher’s Guide is organised into two main sections. Part 1 is the general
introduction section detailing pedagogical issues. Part 2 highlights the strands as outlined
in the Curriculum Design. It gives in details the expected learning outcomes, interesting
teaching and learning activities, tips on handling the special needs learners, digital
oriented exercises, informative notes to teachers and extra exercises for gifted
learners.
Organisation of the strands
Each strand consists of the following:
1. Strand
2. Sub-strand
3. Suggested time for each lesson
4. Specic learning outcomes
5. Key inquiry questions
6. Core competences to be developed
7. Links to PCIs
8. Links to other subjects
9. Link to values
10. Attention to special education needs
2
11. Suggested learning resources
12. Suggested community service learning
13. Suggested assessment
1. Strand
This represent the key areas in movement that the learners need to cover.
2. Sub-strand
Each strand has a sub-strand area that indicates the scope of coverage of what a
teacher should teach and learner should learn in line with stated learning objectives.
3. Suggested lessons
These are number of lessons suggested for each theme.
4. Specic learning outcomes
By the end of the course the learner should be able to:
1. Demonstrate basic literacy and numeracy skills for learning.
2. Communicate appropriately using verbal and/or non-verbal modes in a variety
of contexts.
3. Demonstrate appropriate etiquette in social relationships.
4. Apply creativity and critical thinking skills in problem solving.
5. Explore the immediate environment for learning and enjoyment.
6. Practise hygiene, nutrition, sanitation, safety skills to promote health and well-being.
7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral
development for balanced living.
8. Demonstrate appreciation of the country’s rich and diverse cultural heritage for
harmonious co-existence.
9. Apply digital literacy skills for learning and enjoyment.
5. Key inquiry questions
The question statement is a comprehensive learning statement presented as a starting
point. It is a question that is meant to make the learners want to nd out the solutions in
the course of the lesson.
6. Core competences to be developed
A competency-based approach enables meaningful connections within and between subject
areas. The seven core competencies to be achieved by every learner are:
a. Communication and collaboration
b. Self-efcacy
c. Critical thinking and problem solving
3
d.Citizenship
e. Digital literacy
f. Learning to learn
g. Creativity and imagination
They should be achieved once learners have met all the learning objectives in the
lesson.
7. Links to PCIs
Instructions should set out an approach to pertinent and contemporary issues.
Examples are life skills, citizenship skills, safety and security, health education among
others.
8. Links to other subjects
It is important for learners to gain an understanding of the interconnections between
different subjects so that learning in each subject is reinforced across the curriculum.
This platform does exactly that. It prepares the teacher to pass this information to
the learners so that they are aware!
9. Links to values
Values are standards that guide an individual on how to respond or behave in a given
circumstance. The teaching of values will facilitate the achievement of the curriculum
reforms’ vision with respect to moulding ethical citizens. Truly engaging with the
learning requires appropriate attitudes and values that relate to the lesson.
10. Attention to special education needs
This section provides a way that the teacher can cater for the different special education
needs with a consideration to the nature and requirements of the lesson.
11. Suggested learning resources
This section lists the teaching and learning resources needed for the strand. It also
indicates the alternative teaching aids and materials for learners with special needs
and for schools with limited resources.
12. Suggested community service learning
The learner is part of a larger community, and therefore, education should lead the
youth of the country to accept membership of this community with all the obligations
and responsibilities, rights and benets that this membership entails.
13. Suggested Assessment
This section contains the questions and suggested answers to assess the lesson outcome.
Organisation of the lessons
The lesson has the following key parts:
1. Lesson number
4
2. Specic learning outcomes
3. Information for the teacher
4. Learning resources
5. Introduction
6. Learning activities
7. Conclusion
8. Assessment
1. Lesson number
This gives the number of the lesson.
2. Specic learning outcomes
This section has the learning objective related to the particular lesson according to
the syllabus.
3. Background information for the teacher
This section gives a basic outline of what the lesson is about, and the things the
teacher needs to keep in mind.
4. Learning resources
This section lists the teaching aids needed for the lesson. It also indicates the
alternative teaching aids and materials for learners with special needs and for schools
with limited resources.
5. Introduction
This section provides additional content for the teacher to have a deeper understanding
of the topic. It also provides a guideline on how to start the lesson.
6. Learning activities
In this Teacher’s Guide, this section contains both a segment for the learner’s activity
as well as the teacher’s activity. The learner’s activity is supposed to guide the teacher
using this guide on what to tell the learners to do so you can teach from a point.
Learning activities are expected to engage learners in an interactive learning process
as much as possible (learner-centred and participatory approach). They outline
guidelines on how to facilitate the learner’s activities in a way that promotes the
development of core competences, values, skills and attitudes. It also provides
a way that the teacher can cater for the different special education needs with a
consideration to the nature and requirements of the lesson. This section also contains
suggestions of remedial activities for slow learners. The teacher is also guided on how
to instruct with an approach to PCIs.
Suggestions on when to arrange the learners in groups have been made in this
Teacher’s Guide. The teacher is encouraged to group the learners during all lessons.
5
This is because it allows all learners to participate and develop their communication
skills. However, bear in mind the special educational needs, gender balance and the
ability of the learners.
7. Conclusion
This section tells the teacher how to end the class.
8. Assessment
This section contains suggestions that assess the lesson learning objectives. They can
be in form of questions, demonstrations, drawings, written exercises or portfolio.
The teaching process
Movement Activities at every grade is structured in strands and sub-strands. They are
further broken down into lessons.
• A lesson is aligned with activities.
• Each lesson has learning outcomes whose achievement is pursued by all teaching
and learning activities undertaken by both the teacher and the learners.
• Some learning outcomes focus on knowledge and understanding. These are
associated with Lower Order Thinking Skills or LOTS.
For example;
By the end of the lesson, learners should be able to:
a. Name parts of the body involved in an activity.
b. Name animals that move in a certain way.
Other learning outcomes focus on acquisition of skills, attitudes and values. They are
associated with Higher Order Thinking Skills or HOTS. These learning objectives are
actually considered to be the ones targeted by the new curriculum. For example;
By the end of the lesson, learners should be able to:
a. Come up with rules for a given skill.
b. Appreciate and establish relationships through jumping.
There are Learning Activities that are expected to engage learners in an interactive learning
process as much as possible (learner-centred and participatory approach). This section
also contains suggestions of remedial activities for slow learners. There are suggestions of
activities for fast learners too. In this digital era, there are activities where computer devices
are necessary.
Each lesson has Links to other subjects, its assessment criteria and the materials (or
resources) that are expected to be used in the teaching and learning process.
Teaching methods in Movement Activities
It is important to discuss some of the methods commonly used during instruction of
Movement Activities. These are:
I. Demonstration
6
II. Questioning technique
III. Role play
IV. Individual work
V. Discussion
VI. Discovery
These methods have their own merits when used at the right moment and for the appropriate
audience. An attempt has been made to spell out how and when to make use of some of
the methods outlined in the teaching of Movement Activities.
I. Demonstration
When the pupils are expected to perform sculling or back to back balance, it is necessary
for the teacher to demonstrate rst what they expect of them. When the teacher is
demonstrating, they are to ensure that all the learners can see what they are doing.
It may be necessary to call the pupils around where they are demonstrating for all to see.
During demonstration, they could ask some learners to help in handling and setting up the
teaching aids. The teacher should then outline the procedure they expect the learners to
follow as they carry out their projects either individually or in groups.
II. Questioning technique
This is one of the most important methods of teaching and nds its application in nearly
all subjects in a school. Good mode of questioning will fulll several important aspects of
a lesson such as:
a. Increases pupil’s participation.
b. Reduces teacher talk considerably.
c. Creates enthusiasm and motivation in the pupils.
d. Encourages creative thinking.
e. Develops skills in organisation of ideas.
f. Keeps the class active and lively.
g. Promotes interaction between the teacher and their learners, among the learners and
with teaching aids.
When a teacher asks a question to one of their learners and the learner gives a wrong
answer, the teacher should not say ‘no’ or rebuke the learner. This withdraws the learner
from further learning and concentration because their answer was honest based on what
they thought was right. Instead, the teacher should follow the pupil’s answer to detect any
reason that led to their wrong answer. In this process, the teacher will discover where the
pupil went wrong and help them.
Alternatively, the teacher’s question could have been ambiguous or vague and as a result,
they will need to rephrase the question.
7
III. Role play
This method can be applied in teaching, for example, ten learners to come up with
instances when jumping is important. The teacher can ask the learners to demonstrate
these situations.
IV. Individual work
Individual work by learners begins when the teacher assigns a few problems to them during
class work. This is the application session whereby every individual pupil is expected to
work on their own.
During this session, the teacher moves round marking learner’s work and giving individual
attention to those in difculties. Individual work is then extended to the take home assignment
where the learners will be expected to solve problems outside the classroom. Individual
work encourages the learners to go through learnt concepts alone. This reveals to the
teacher how a learner would perform after instruction. It is possible to conclude whether
the lesson achieved the expected objective or whether a remedial lesson is needed.
V. Discussion
In discussion, a teacher acts as a facilitator during learner’s interaction. They pose the topic
for discussion and act as a resource person. Discussion educates and trains the learners to
apply knowledge, think critically, solve problems easily and obtain relevant information
easily and make pertinent decisions.
An effective discussion is characterised by the following:
a. A group atmosphere should prevail where all are actively involved.
b. Participation should be critical and reective with lots of cooperation.
c. All in class should share in decision making and conclusions reached.
d. The teacher’s role is that of a guide and sometimes that of a facilitator.
VI. Discovery method
Through manipulation of teaching resources and a study of a number of patterns and
relationships, learners discover concepts in movement. Discovery can arise through organised
work and discussions.
Note:
The two most important documents in planning to teach are the schemes of work and the
lesson plan.
a. Schemes of work
A scheme of work is a collection of related strand and sub-strand drawn from the syllabus
and organised into lessons week by week for every term.
b. Lesson plan
A lesson plan is a detailed outline of how the teacher intends to carry out a specic lesson.
8
Grouping learners
Grouping learners for learning has increasingly become popular in recent years. In fact,
the shift from knowledge-based to competence-based curriculum will make grouping the
norm in the teaching process. Grouping learners can be informed by one or all of the
following:
a. Similar ability grouping
b. Mixed ability grouping
c. Similar interests grouping
d. Needs grouping
e. Friendship grouping
f. Sex grouping
Grouping learners has several advantages such as:
a. The individual learner’s progress and needs can easily be observed.
b. The teacher–learner relationship is enhanced.
c. A teacher can easily attend to the needs and problems of a small group.
d. Materials that were inadequate for individual work can now easily be shared.
e. Learners can learn from one another.
f. Cooperation among learners can easily be developed.
g. Many learners accept correction from the teacher more readily and without feeling
humiliated when they are in a small group rather than the whole class.
h. Learners’ creativity, responsibility and leadership skills can easily be developed.
i. Learners can work at their own pace.
The type of “grouping” that a teacher may choose depends on:
a. The topic or task to be tackled.
b. The materials available.
c. Ability of learners in the class (fast, average, slow).
However, the teacher must be exible enough to adjust or change type of grouping to cope
with new situations. There is no xed number of learners that a group must have. This
again will be dictated by such factors as the task to be done, the materials, characteristics
of learners in your class, size and the space available. However, groups should on average
have between four to seven learners. You can also resort to pair work depending on the
nature of the content being taught at the time.
9
There is no one method or approach to teaching that is appropriate to all lessons. A teacher
should, therefore, choose wisely the method to use or a combination of methods depending
on the nature of the strand or sub-strand at hand.
Important attitudes in learning of Movement Activities
a. In learners
There are certain useful attitudes that the teacher should help to develop in the learners
as they learn Movement Activities. This subject is expected to make an impact on a
learner’s general behaviour and approach to life.
I. Practical approach
Learners should seek answers to their questions and problems by nding out wherever
possible.
II. Responsibility
A learner should be responsible enough to effect tasks apportioned and take good
care of items and objects during and after an activity.
III. Cooperation
Learners will often be working in groups while role-playing and therefore, need to
cooperate with all other members of the group.
IV. Curiosity
Learners should have a curious attitude as they observe things and events around
them. This is the rst step towards solving a problem.
V. Self-condence
Learners should have the will to attempt to solve a problem. The feeling of self-
condence can be strengthened in young learners if they experience many small
successes that win approval and encouragement from the teacher. The problems
which learners attempt to solve should not be so difcult that they lead to frustration.
VI. Honesty
As they make observations, record, analyse results and draw conclusions.
VII. Patience
Learners should be patient with each other as other learners may be quick to answer
and others slow to understand.
b. In teachers
I. Engage learners in a variety of learning activities
II. Apply appropriate teaching and assessment methods
III. Adjust instructions to the level of the learner
10
IV. Encourage creativity and innovation
V. Make connections/relations with other subjects
VI. Show a high level of knowledge of the content
VII. Develop effective discipline skills to manage the classroom adequately
VIII. Be a good communicator
IX. Be a guide and counsellor
X. Have strong passion for children, teaching and learning.
Teaching resources
These refer to things that the teacher requires during the teaching process. They include:
I. The classroom/eld
II. Textbooks
III. Field markers
IV. Ropes
V. Bean bags
VI. Swimming pool
VII. Gym area
VIII. Different sports equipment for the different movement skills
IX. Digital devices such as computers
Improvisation
If each learner is to have a chance of experimenting, cheap resources must be made
available. Expensive and complicated materials may not always be available in most schools.
Such sophisticated equipment made by commercial manufacturers is usually expensive and
the majority of schools cannot afford it. The teacher is, therefore, advised to improvise
using locally available materials as much as possible. Improvisation should, however, not be
regarded as a cheap substitute of proper equipment.
Note: Certain topics are best studied during a particular weather condition than at other
times. For instance, swimming is best done during sunny weather. The teacher should
therefore, think ahead while making the scheme of work so that the prevailing weather
pattern is considered. This will ensure that suitable activities for learning are planned for
with the weather in mind.
However, a good scheme of work should be sufciently exible to cope with unexpected
situations and can be altered or modied to suit certain circumstances.
11
Special education needs and multi-ability learning
Inclusive education involves ensuring all learners are engaged in education and that they
are welcomed by other learners so that everyone can achieve their potential. Inclusive
practise embraces every individual regardless of gender or ability including those with
learning difculties and disabilities. The focus of inclusive curriculum is on ensuring
participation in education of learners with different learning styles and other difculties.
To be successful, it entails a range of issues including teacher’s positive attitudes, adapting
the learning resources, a variety of teaching and learning methods and working together.
Overall, the benets of an inclusive curriculum extend to all learners.
Inclusive education also helps to ensure the optimal development of children with special
educational needs by giving them a vital space which provides opportunities for child
focused learning, play, participation, peer interaction and the development of friendships.
The curriculum may also be enriched for learners who are Gifted and Talented. This may
be done by providing additional and advanced content and resources.
Learners with special needs who follow the regular curriculum
Some learners with special needs may follow the same curriculum as learners without
special needs. However, for these learners to access the regular curriculum, adaptation may
be necessary. Adaptations may include: the substitution of curriculum content, removal
of specic curricular content areas and the adaptation of teaching and learning strategies,
resources and assessment.
Learners with special needs who may follow the regular curriculum include those with and
who are:
i. Gifted and talented
ii. Visual impairment
iii. Hearing impairment
iv. Physical handicap
v. Mild cerebral palsy
vi. Learning disabilities
vii. Emotional and behavioural difculties
Assessment strategies and conditions should be standardised to the needs of these learners.
The teacher should identify such cases and help facilitate the affected learners’ learning. For
example, learners with visual and hearing difculties should sit near the teacher’s table for
easy supervision and assistance. The following are more suggestions on how to support
special needs children in your class.
a. Learners with physical difculties
In this group of learners, the affected areas are normally some body parts, especially
the limbs. There may be partial or total loss of use of the limbs. In case the legs are
affected, the learners will need assistance during activities that involve movement.
12
This could be during a nature walk and other activities that learners have to stand
for some reason. The teacher should organise for the learner’s ease of movement
around. The learner should also be given time to catch up with the others.
In case the hands are affected, the learners should be given more time to nish their
work. In both cases, the learners should not be pressurised to do things that can cause
injury or ridicule.
b. Learners with visual difculties
These learners normally have problems with their eyesight. They should sit in a
position where they are able to see the chalkboard without straining.
Note: The learner could be long sighted or shortsighted.
The
material to be observed should be brought closer to the learner and a magnifying
lens used where necessary.
The
teacher should use large diagrams, charts and labels. In
some cases, the learners can be allowed to touch and feel whatever others are looking
at. Other learners can assist by reading aloud. The lighting system in the classroom
can also be improved.
The teacher should read aloud most of the things they write on the chalkboard.
c. Learners with hearing difculties
The affected part in this case is the ear. The learner should have hearing aids. The
teacher should use as many visual aids as possible. They should also project their
voice and always talk while facing the learners. Use of gestures and signs while talking
helps the learner gure out what the teacher is saying as well.
d. Learners with speech difculties
A common example in a normal class is the stammerer. They always speak with
a lot of difculties. The teacher should be patient with them and encourage such
learners to express themselves in their own way. Such learners should be given more
written exercises than oral.
e. Learners with mental difculties
The teacher should try to identify the nature and level of the mental difculty.
Learners with mental
difculties should then be given special assistance and
attention at
an individual level. They can be given special tests or assessments.
In general, all the learners with difculties should be reinforced promptly. This
encourages and motivates them. The teacher and the rest of the class should never
ridicule learners with any of the
difculties.
Note that generally, people with any kind
of disability can be very sensitive to any kind of negative comments or criticism.
Remind them that ‘Disability is not inability’.
However, the teacher should avoid giving privileges where the learners do not
deserve them. Treat them fairly but not with undue favours. In extreme cases, it can
be recommended for the learners to join a special school.
13
Safety in the classroom
Pupils in primary school are extremely active and curious. As such, they are inclined to
getting harmed and injured. They should therefore be constantly protected from sources
of injury and harm. The teacher is, therefore, advised to take strict safety precautions
whenever learners are in class or outside the classroom. Some areas that need consideration
as far as safety is concerned include:
a. When using equipment for play
b. During experiments or demonstrations
c. When handling sharp or pointed objects like a pair of scissors, razor blade, etc.
Assessment and evaluation methods
Competency based assessment
Assessment is the process of evaluating the teaching and learning processes through
collecting and interpreting evidence of individual learner’s progress in learning and 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 new competence-
based curriculum, assessment must also be competence-based; whereby a learner is given a
complex situation related to their everyday life and asked to try to overcome the situation
by applying what they learned.
“An assessment is a machine for reasoning about what students know, can do or have accomplished based on a
handful of things they say, do or make in particular settings.” (Mislevy et al, 2003). Assessment is not
just designing an assessment task and producing an assessment score. A good assessment
also denes the size and nature of the learning gap.
Purposes of assessment
The aim of assessment is to establish the extent to which the learner has acquired the
expected competencies with a view to informing interventions for further acquisition and
mastery of expected competencies. Assessment helps to diagnose and monitor the progress
of a learner, and provides feedback to learners, parents, teachers and curriculum designers
and implementers. It also provides guidance on the selection of future courses, certication
and promotion to the next progression level.
The assessment needs to use a variety of ways to collect information about a learner’s
learning and progress in all subjects. The collection of a learner’s information should be a
continuous process and should be recorded constantly. The teacher should give importance
to each learner’s way of responding and learning and the span of time they take to do so.
The teacher should provide feedback that will lead to positive action and help the learner.
When a teacher is providing reports on a continuous basis, they should be sensitive to every
learner’s response.
14
Types of assessment
The
two types of assessment that will be employed in the new curriculum is formative and
summative assessment.
a. Formative and continuous assessment (assessment for learning)
Formative or continuous assessment involves formal and informal methods used by schools
to check whether learning is taking place. When a teacher is planning their lesson, they
should establish criteria for performance and behaviour changes at the beginning of a
strand. Then at the end of every strand, the teacher should ensure that all the learners have
mastered the stated key competences basing on the criteria stated before going to the next
strand. The teacher will assess how well each learner masters both the subject matter and
the generic competences described in the syllabus and from this, the teacher will gain a
picture of the all-round progress of the learner. The teacher will use one or a combination
of the following:
I. Observation to judge the extent of skills acquisition
II. Written tests
III. Oral questions
IV. Project work
V. Attitude change – this can be done by asking probing questions and checking
body language as learners respond to the questions.
b. Summative assessment (assessment of learning)
When assessment is used to record a judgement of a competence or performance of
the learner, it serves a summative purpose. Summative assessment gives a picture of a
learner’s competence or progress at any specic moment. The main purpose of summative
assessment is to evaluate whether learning objectives have been achieved and to use the
results for the ranking or grading of learners, for deciding on progression, for selection into
the next level of education and for certication.
This
assessment should have an integrative
aspect whereby a learner must be able to show mastery of all competences.
It can be internal school based assessment or external assessment in the form of national
examinations. School-based summative assessment should take place once at the end of
each term and once at the end of the year. School summative assessment average scores
for each subject will be weighted and included in the nal national examinations grade.
School based assessment average grade will contribute a certain percentage as teachers gain
more experience and condence in assessment techniques, and in the third year of the
implementation of the new curriculum it will contribute 10% of the nal grade, but will
be progressively increased.
15
Proposed grading system
Mark Range Grade Quality of Grade Competency
80% and above A Excellent
Competent
60-79% B Very Good
50-59% C Good Fairly Competent
40-49% D Sufcient/Pass
Not yet Competent
Below 40% E Not Sufcient/Fair
Excellent
This is a standard of excellence level. Descriptions should indicate that all aspects of competencies
exceed grade level expectations and show exemplary performance or in-depth understanding.
Learning goals are met in a comprehensive way.
Very good
This is approaching the standard of excellence level. Descriptions should indicate some
aspects of work that exceed grade level expectations and demonstrate solid performance or
understanding. Learning goals are met in a practical and thorough way.
Good
This meets acceptable standards. This level should indicate minimal competencies acceptable
to meet grade level expectations. Learning goals are met in an appropriate and reasonable
way.
Sufcient
Performance and understanding are emerging or developing but there are some errors and
mastery is not thorough.
Not sufcient
This does not yet meet acceptable standards. This level indicates what is not adequate for
grade level expectations and indicates that the student has serious errors, omissions or
misconceptions. The teacher needs to make decisions about appropriate interventions to
help the student improve.
Conclusion
This Teacher’s Guide has been written to help you guide learners to learn Movement
Activities in the most enjoyable and captivating manner. You are reminded to always arouse
the curiosity of learners as you teach. Some things that you may do before you go for a
lesson include:
I. Go through the expected learning objectives – this should help guide the manner of
teaching.
16
II. Read through the lesson in advance to get an overview of the content to be covered.
III. Form a mental picture of the learning activities and the ways in which you will Interact
with learners when dealing with the suggested activities.
IV. Collect the materials that will be needed during the lesson in advance.
In some cases, try out the suggested activities/experiments in advance to avoid embarrassments
like the equipment failing to work during the lesson.
Remember: The suggested teaching activities in this book are just a guide. You may not need
to follow them to the letter! Feel free to incorporate other innovative teaching methods that
will help in delivering the intended content optimally.
17
Strand
1
Sub-strand 1.1 Locomotor skills: Hopping
Number of lessons: 12 lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a. Name the parts of the body that are used when hopping for body awareness.
b. Watch a video clip on grasshoppers hopping for digital literacy.
c. Perform hopping in different ways for strength, coordination, endurance, balance
and space awareness.
d. Practise hopping in different ways for strength, coordination, endurance, balance
and excellence.
e. Establish relationships through hopping for critical thinking and problem solving.
f. Appreciate hopping 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 rules when playing games for own and others safety.
Key inquiry questions
1. Mention animals that hop.
2. Name the parts of the body that are in use when hopping.
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
basic movement skills:
1. Citizenship
2. Self-efcacy
3. Digital literacy
4. Learning to learn
5. Creativity and imagination
6. Communication and collaboration
7. Critical thinking and problem solving
Basic Motor Skills
18
Link to Pertinenrt and Contemporary Issues (PCI)
I. ESD: DRR: safety and security when hopping
II. Citizenship: social cohesion: the learners to collaborate when hopping and playing
games.
III.Learner Support Program: Sports and games: Games that involve the hopping
skills.
IV. Health Education: HIV and AIDS: when wounds and cuts occur while hopping,
report to the teacher and do not handle.
V Life Skills: self-esteem: 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, unity, peace and love.
Links to other learning areas
1. Languages activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to name the parts of the body that
are used when hopping for body awareness.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
19
Suggested resources
Some of the teaching and learning resources include: eld markers, the eld, digital
devices such as computers and mobile phones and video clips of learners hopping. If
your school has limited resources, use the locally available materials to demonstrate the
different concepts.
Learning activities
a. Learner’s activities
1. Name the following animals:
a b c
2. Tell your friend how the animals move.
b. Teacher’s activities
1. Introduce the lesson by providing the illustrations and having learners look at the
illustrations given. For the visually impaired learners, have tactile illustrations so they
can feel them and also participate in the class discussion.
2. Ask learners to name the animals and describe how they move. Let them discuss in
pairs, then choose individual learners to give the answers.
3. Ask learners how many have participated in hopping as the animals shown in the
illustrations. You can ask the learners to hop where they are. If they do not know
how to, demonstrate it to them. If possible, you can also have one of the animals
so the learners observe it move. They should then imitate what the animal did. Ask
the learners to also name the activity they just participated in. Guide them to know
that it is hopping.
4. Ask learners to then say how they hop and what parts of the body they use to hop.
Help the learners to know that the parts of the body used for hopping include the
hands and legs.
5. Guide the learners to hop a few times using the correct body parts.
6. Ask the learners to think and discuss about the parts of the body used when
hopping, this helps develop critical thinking and problem solving. Discussing
with others helps develop communication and collaboration as well as social
cohesion and citizenship among the learners. As the learners also teach the rest
about hopping, it helps develop self efcacy as well as learning to learn. This also
develops self-esteem in the learners as their peers follow their instructions.
20
7. Encourage learners to learn more about their bodies and the parts of the body
involved in hopping, it helps develop self-awareness, an important issue for
learners as they grow up. This also helps develop self-esteem among the learners.
8. Encourage the learners participate in the class activities, this helps develop values
such as; peace, unity, integrity, respect and responsibility.
Conclusion
Ask the learners to change into their school uniform and go back to class at the end of the
lesson. Ask them to help put back the equipment used where it can be stored safely.
Assessment
Ask the learners in pairs say the importance of the various parts of the body.
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip on grasshoppers
hopping for digital literacy.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested resources
Some of the teaching and learning resources include: digital devices such as computers and
mobile phones and video clips of learners hopping. If your school has limited resources,
use the locally available materials to demonstrate the different concepts.
a. Learner’s activities
Answer these questions
1. Have you ever operated a computer or a mobile phone?
2. What did you do with it?
Learning activities
b. Teacher’s activities
1. Give learners time to discuss how they operated a computer or a mobile phone
and what they did with it. Ask a few learners to stand and say what they discussed.
As they discuss, it helps develop communication and collaboration and critical
thinking and problem solving among the learners well as learning to learn.
From the answers given, you will be able to know how much exposure the learners
have to the digital devices. This will help you plan your lesson accordingly.
21
2. Encourage learners to give their peers a chance to express their views, this helps
develop self-esteem and the value of respect among the learners.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that
they helped and the devices got to work.
5. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual impairments, you can have the clip in audio so they can follow
the proceedings as the rest of the learners watch. If there are learners with hearing
impairments, have the clip with subtitles so they can follow what is happening.
6. Ask learners to ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, it helps
develop critical thinking and problem solving as well as communication and
collaboration among the learners. Working together also helps develop citizenship
as well as social cohesion.
7. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that deal with learners or
people hopping. Combine the pictures in a way that develops knowledge as the
learners view them.
8. The learners can also, in their groups, discuss the most interesting part of the video
clip they have watched and explain why they found it interesting. You can have one
of the learners stand and present what was discussed in the group. Ensure as many
learners as possible stand and present to the class before the end of the lesson.
This helps develop creativity and imagination as well as communication and
collaboration among the learners.
9. Watching the clip helps develop digital literacy among the learners as they get to
deal with technology adequately. As they respond to what they have seen, this helps
develop communication and collaboration, critical thinking and problem
solving as well as creativity and imagination. As the learners work together,
it fosters social cohesion and citizenship as well as developing values such as
respect, responsibility, unity and peace.
Conclusion
Ask the learners to assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form before they started watching the video clip and pick
any litter they may have thrown around. They can then go back to their class.
22
Assessment
Ask the learners in groups to perform one thing they learnt from the video clip they just
watched. Check what they do and ensure they are safe as they play.
Lesson 3
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to observe rules when playing games
for their own safety and that of others.
Background information for the teacher
Ensure that where the learners will play is safe and the eld is properly marked. Ensure that
all the equipment and resources needed for the lesson are available. Ensure also that the
learners are in correct games kit and obey the rules of the game at all times. Get to know
your learners. Those with physical disabilities as well as other special needs should be given
the requirement attention.
Suggested resources
Some of the teaching and learning resources include: eld markers, the eld, digital devices
such as computers and mobile phones and video clips of learners hopping. If your school has
limited resources, use the locally available materials to demonstrate the different concepts..
Learning activities
a. Learner’s activity
Tell your friend some of the things that you should do when going out to the
eld to play.
b. Teacher’s activities
1. Give learners time to discuss some of the things they should do when going out
to the eld to play, then ask a few learners to stand and say what they discussed.
As they discuss, it helps develop communication and collaboration and critical
thinking and problem solving among the learners. By giving their peers a chance
to express their views, this helps develop self-esteem and the value of respect
among the learners.
2. Guide them to realise that the answers they give are what forms the rules to be
followed when playing any game. You can then ask that they narrow them down to
the rules to be followed when hopping. This can still be done in the groups, then
have individual learners stand and present their answers to the class. Guide their
discussions.
Some of the rules they could come up with include:
a. Learners should always be in full games kit including sport shoes.
b. Learners should be aware of learners with physical disability and assist them
to be part of the class by participating in activities that they can handle.
23
c. Learners should avoid unruly behaviour like ghting when in the eld.
d. Learners should not go to the eld without the teacher or facilitator.
e. Learners should not touch wound or cuts that occur while playing in the
eld. They should instead notify the teacher with them.
f. Learners should ensure they stretch before playing the games to avoid injuries.
g. Learners should use the play items correctly when in the eld, and should
store them well once they are through using them.
h. There are many other rules that the learners can come up with in regards to
hopping. Ensure they are relevant.
3. Guide learners to understand the importance of the rules. They also need to follow
all the rules when they are playing for their own security and safety and that of
their fellow learners.
4. As the learners think about the rules to be followed, this enhances critical
thinking and problem solving as well as creativity and imagination among
the learners. As they respond, this enhances communication and collaboration.
Knowledge about what to do in case of an accident while playing in the eld
leads to development of health education. As the learners work together, this
helps develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity.
Conclusion
At the end of the lesson, have the learner change into their school uniform and go back to
class. If there are any resources that were used, have the learners help you put them back to
where they will be stored safely.
Assessment
Ask learners to write down the rules they learnt. They should then put them up in a place
where they can easily refer to them before going to the eld to play.
Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform hopping in different ways
for strength and coordination.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
24
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested resources
Some of the teaching and learning resources include: eld markers, the eld, bean bags,
ropes, digital devices such as computers and mobile phones and video clips of learners
hopping. Always carry the emergency kit ibcase of accidents. If your school has limited
resources, use the locally available materials to demonstrate the different concepts.
Learning activities
a. Learner’s activity
Look at the illustrations below. What can you see?
b. Teacher’s activities
1. Ask learners to look at the illustration given. Provide the illustration above to the
learners as well as tactile illustrations for the visually impaired learners. This ensures
they also participate in the class discussion.
2. Ask the learners to say what they can see the learners doing in the illustration. The
learners can discuss in pairs then select a few learners to present their answers to
the class.
3. As the learners discuss in pairs, this helps develop communication and collaboration.
Thinking of the answers to present helps to develop critical thinking and problem
solving among the learners.
4. Ask learners if they can do what the learners in the pictures are doing. You can
ask some of the learners to imitate the hopping as shown. They can demonstrate
to the rest of the learners. As they do this, it helps develop self efcacy as well as
learning to learn. If they cannot, you can demonstrate it to them and have them
follow what you did. Guide and correct accordingly.
5. Ask the learners to then hop forward. Check that they do it correctly.
6. Ask that they then hop to the back. Check what they do and guide correctly.
7. Have as many learners as possible hop to the front and to the back. They can do
this individually or in small groups, where they compete how well they can move
without falling, which will be building their strength and coordination. You can
also give instructions, where you ask that they hop 5 times to the front and 5 times
to the back. As learners perfect this, this further helps them develop strength and
coordination.
(a)
(b)
25
8. As for the physically impaired learners, incorporate them to participate in hopping
in a way that they are comfortable with and that causes them no harm or ridicule.
As for the special needs learners such as the slow learners, give them more time
to participate in the hopping till they can develop their strength. As for the fast
learners, you can give them longer distances to hop to the front and the back so they
do not disturb the rest of the learners. Guide and correct accordingly.
9. As the learners hop in the directions given, this helps them develop creativity and
imagination as well as self efcacy when they hop and do not fall. As learners
work together, this helps develop social cohesion and citizenship. Responding to
the instructions also helps develop communication and collaboration.
10. As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace.
Conclusion
Have the learners change into their school uniform at the end of the lesson and go back to
class. If there are any resources that were used, have the learners help you put them back to
where they will be stored safely.
Assessment
Encourage the learners to continue to practice hopping forward and backwards. They
should increase the distance while ensuring they do not fall down.
Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform hopping in different ways
for endurance, balance and excellence.
Background information to the teacher
Get to know the learners who may be having physical disabilities as well as any other special
needs. This will help you plan and get the necessary resources for them. This will also help
you plan the activities to teach in a way that incorporates all the learners in the lesson.
Ensure that where the learners will play is safe and the eld is properly marked. Ensure
that all the equipment and resources needed for the lesson are in place. Ensure also that the
learners are in correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, devices
such as computer and mobile phone and video clips of learners hopping. Always carry the
emergency kit in case of any accident. If your school has limited resources, use the locally
available materials to teach.
26
Learning activities
a. Learner’s activity
Play a game where you hop sideways as you play.
b. Teacher’s activity
1. Ask learners to play a game where they hop sideways.
2. Ask the learners to demonstrate the game to the rest of the learners. The
learners can then imitate what the learners did. Check what they do and guide
accordingly.
3. Give the learners time to discuss, in pairs the games, then ask a few learners
to stand and present in front of the class. As they discuss, it helps develop
communication and collaboration and critical thinking and problem
solving among the learners. By giving their peers a chance to express their
views, this helps develop self-esteem and the value of respect among the
learners.
4. Ask the learners to identify the direction in which they are hopping. Help them
note that they are hopping to the left and right.
5. Hop before the learners and ask them to say the direction.
6. Ask the learners to hop to the right and to the left. They can rst be asked to
hop to the right 5 times then to the left 5 times. Check what they are doing and
guide accordingly.
7. Encourage all the learners to participate in the activities as this will help develop
endurance, balance and eventually excellence.
8. As for the physically impaired learners, incorporate them to participate in
hopping in a way that they are comfortable with and that causes them no harm
or ridicule. As for the special needs learners such as the slow learners, give them
more time to participate in the hopping till they can develop their balance and
endurance. As for the fast learners, you can ask them to hop for longer on
either side so they do not disturb the rest of the learners. Guide and correct
accordingly.
9. As the learners hop in the directions given, this helps them develop creativity
and imagination as well as self efcacy when they hop and do not fall. As
learners work together, this helps develop social cohesion and citizenship.
Responding to the instructions also helps develop communication and
collaboration.
10. As the learners play together, this helps develop values such as integrity,
respect, responsibility, unity and peace.
27
Conclusion
Have the learners change into their school uniforms and go back to class at the end of the
lesson. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners to hop ten times to the left and ten times to the right. Check their endurance
and balance.
Lesson 6
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to practice hopping in different ways
for strength and coordination.
Background information for the teacher
Ensure that where the learners will play is safe and the eld is properly marked. Ensure that
all the equipment and resources needed for the lesson are available. Ensure also that the
learners are in correct games kit and obey the rules of the game at all times. Know your
learners and plan beforehand in the case of those having physical disabilities or any other
special needs.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners hopping. If your
school has limited resources, use the locally available materials to teach. Remember to carry
the emergency kit in case of any accidents.
Learning activities
a. Learner’s activities
Is it easier to hop to the front and back or to the sides? Give a reason for your
answer.
b. Teacher’s activities
1. Have as many learners as possible give their views of the question posed above.
They will have different responses according to what they feel is easier for them. As
they give their responses, this helps develop communication and collaboration as
well as critical thinking and problem solving.
28
2. By learners giving their peers a chance to express their views, this helps develop
self-esteem and the value of respect among the learners.
3. Ask all the learners to hop ve times to the front. Check that they do it correctly.
Be sure to give the special ability learners such as the slow learners more time to
complete the task.
4. Ask learners to now hop ve times to the back. Check and guide accordingly.
5. Do the same for hopping to the right and to the left. Check their progress.
6. As the learners hop, it helps develop their creativity and imagination as well as
social cohesion as they have to work together.
7. Organise the learners in multi ability-groups of four learners. Guide them to practise
skipping in the different ways for strength and coordination.
8. For example, you can have the rst group hop three times to the front, four to the
left, four to the right and ve times to the back. This combination of moves will
help the learners practise hopping and will help them gain coordination. It will also
help you as the teacher nd out the directions the learners have a problem with. You
can then give more time to the learners to hop in that direction until prociency is
gained. Ensure the different special ability learners also participate in the activities
depending on their abilities. Ensure they do not get hurt or suffer ridicule.
You can also have the fast learners hop in a way that forms shapes such as the letter
D or W. Be sure to check what they do and guide accordingly.
9. As the learners hop in the directions given, this helps them develop creativity and
imagination as well as self efcacy when they hop and do not fall. As learners
work together, this helps develop social cohesion and citizenship. Responding to
the instructions also helps develop communication and collaboration.
10. As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners to practise hopping in different ways for balance and excellence especially
in the areas that they feel they have a bit of an issue.
Lesson 7
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to practise hopping in different ways
for endurance, balance and excellence.
29
Background information for the teacher
Assemble all the learning resources before commencing the lesson. Get to know the learners
who may be having physical disabilities and other special needs. This will help you in
planning learning activities in advance and getting the necessary resources for them.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as a computer and a mobile phone and video clips of learners hopping. If your
school has limited resources, use the locally available materials to teach. Ensure you carry
the emergency kit in case of any accidents.
Learning activities
a. Learner’s activities
1. Have you ever needed to hop over something? What was it?
2. Are there other ways of hopping?
b. Teacher’s activities
1. Have as many learners as possible cite instances they needed to hop over something.
They will have different responses according to their own experiences. As they give
their responses, this helps develop communication and collaboration as well as
critical thinking and problem solving.
2. In terms of the direction, ask the learners to demonstrate any other directions they
know of that one can hop. The directions can be circular or straight.
3. Ask the learners to hop in a circular way. You can have a learner explain how this can
be done. Guide them to realise that they will need to practise hopping to the front
and to the side to be able to hop in a circular manner.
4. Ask the learners to discuss this in pairs in order to be able to come up with how this
can be done. Give them time to hop after they discuss.
5. The learners can also hop in a straight manner. Ask a learner who can to demonstrate
to the others and let them imitate what is shown. Challenge them to realise that
front is not always forward, and they can hop in a vertical way but still straight. As
they do this, it helps develop self efcacy among the learners as well as values such
as responsibility and respect.
6. As the learners come up with the different ways of hopping, it helps develop their
creativity and imagination as well as social cohesion as they have to work
together.
7. As the learners hop in the directions given, and not fall, it develops self efcacy.
As learners work together, this helps develop social cohesion and citizenship.
Responding to the questions also helps develop communication and collaboration.
8. As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace.
30
Conclusion
Ensure the learners change into their school uniforms and go back to class. If there are any
resources that were used, have the learners help you put them back to where they will be
stored safely.
Assessment
Ask the learners to practise hopping in the different pathways to gain excellence.
Lesson 8
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to establish relationships through
hopping for critical thinking and problem solving.
Background information for the teacher
Assemble the relevant materials including digital resources to be used during the lesson.
Know the different physical disabilities that your learners might have. This will help you
prepare the resources that these learners might need.
Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners hopping. If your
school has limited resources, use the locally available materials to teach. Remember to carry
the emergency kit incases of any accidents
Learning activities
a. Learner’s activities
Look at the shapes below.
Name the shapes.
(a) (b)
31
(c)
(d)
(e)
b. Teacher activities
1. Present the picture of the shapes given to the learners and ask them to study
the shapes. If there are any visually impaired learners, provide them with tactile
illustrations so they can also participate in the class.
2. Ask the learners to name the shapes shown. They can discuss in pairs then have
one learner from the group present their answers to the class. Guide accordingly. As
learners discuss and give their answers, it helps to develop their communication
and collaboration as well as social cohesion and the values of unity and peace
in the learners.
3. Ask learners to practise hopping according to the shapes shown.
4. Ask them how they can be able to hop in a zigzag manner. This is something new
and might be a bit difcult. You can have the learners in mixed ability groups and
have them discuss how one can hop in a zigzag manner.
5. Ensure they discuss and nally come up with the correct way of hopping in a
zigzag manner. The groups that get to know how this is done should show the rest
of the learners how to hop in a zigzag manner. Ensure that some learners do not
look down on those who cannot but are patient enough with them and in the end,
all the learners get to help each other learn how to hop in a zigzag manner. Guide
accordingly.
6. If there is time, ask them to hop in a triangular manner and in a way that forms the
square shape in the same groups, where all the group members think critically and
come up with how they hop. This activity can also be given to the fast learners when
they complete hopping in a zigzag manner so they do not disrupt the rest of the
learners as they hop in a zigzag manner. Guide accordingly.
7. For the learners with different physical disabilities, ensure they are incorporated into
the hopping activity in a way that they can perform without hurting themselves or
causing ridicule.
8. As learners discuss together in their groups, this helps develop communication
and collaboration. Thinking of how one can hop in a zigzag manner develops
critical thinking and problem solving. As the learners also work together, it helps
32
develop social cohesion and citizenship as they have to work together. The values
of respect, unity, responsibility and peace are also developed as the learners
work together to learn how to hop in the different ways. The learners also gain self
efcacy and learning to learn when they get to nd out on their own how they can
hop in different complex pathways. These helps develop values such as integrity,
respect, responsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Ask the learners to challenge themselves to hop in ways that they incorporate others to be
able to achieve it.
Lesson 9
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate hopping for strength,
coordination, balance and self-esteem.
Background information for the teacher
Get to know the learners who may be having physical impairments as well as any other
special needs. This will help you plan yourself in advance and get the necessary resources
for them. This will also help you plan the activities to teach in a way that incorporates all
the learners in the lesson. Ensure that where the learners will play is safe and the eld is
properly marked. Ensure that all the equipment and resources needed for the lesson are
available. Ensure also that the learners are in correct games kit and obey the rules of the
game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners hopping. If your
school has limited resources, use the locally available materials to teach. Always remember
to carry the emergency kit in case of an accident.
Learning activities
a. Learner’s activity
Tell the class some reasons why hopping is important.
33
b. Teacher’s activities
1. In pairs, have the learners discuss some reasons why hopping is important. Ask a few
learners to give their responses. As they discuss, it helps develop communication
and collaboration as well as critical thinking and problem solving among the
learners. Working together also helps develop social cohesion and citizenship.
2. The learners will have different responses according to their own experiences. Give
a chance to as many learners as possible to give their responses. Guide and correct
accordingly.
3. The responses given need to demonstrate the reasons why hopping is important
and useful. They can include helping to jump over a puddle, hop over danger, hop
to get somewhere faster, hop for joy among many other circumstances.
4. Ask the learners to demonstrate some of the circumstances they have mentioned.
They can, for example, pretend they are hoping over a puddle of water or over a
small animal. Ask them to be creative in their presentations.
5. As the learners come up with situations, this helps develop creativity and
imagination among the learners as well as critical thinking and problem solving.
As the learners demonstrate in the groups, this helps develop social cohesion and
citizenship as they are working together, and helps them develop integrity and
respect for each other’s talent.
6. Learners hopping together helps develop learning to learn and creativity and
imagination as they try not to fall. As the learners respond to each other, this helps
develop communication and collaboration. Learners developing appreciation
also leads to the development of unity, peace, love, respect and responsibility to
each other.
Conclusion
At the end of the lesson the learners should change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners to demonstrate other scenarios that show they appreciate hopping. Guide
them accordingly.
Lesson 10 and 11
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to make appropriate play items for
creativity and imagination.
Background information for the teacher
Know the learners who may be having physical disabilities as well as any other special needs.
34
This will help you plan yourself in advance and get the necessary resources for them. This
will also help you plan the activities to teach in a way that incorporates all the learners in the
lesson. Ensure that where the learners play is safe and the eld is properly marked. Ensure
that all the equipment and resources needed for the lesson are available. Ensure also that the
learners are in correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners hopping. If your
school has limited resources, use the locally available materials to teach. Ensure you carry
the emergency kit incase of an accident.
Learning activities
a. Learner’s activity
Tell your friend some items that you can use to make things you can hop with.
b. Teacher’s activities
1. Have the learners discuss in pairs some items they can use to make things they
can use in hopping. Have a few learners give their responses. As they discuss, it
helps develop communication and collaboration as well as critical thinking and
problem solving. Working together also helps develop social cohesion.
2. Ask learners to name the things discussed. The answers revolve around things that
are easy to come by and that can be used to make things that they can hop with.
They need to be locally available materials. The learners need to be as creative as
possible when coming up with the lists. You can give them time to go round the
school compound or the eld looking for things they can easily hop over. This
will help them develop the link between environmental activities and movement
activities.
3. Some of the things the learners can come up with include things they can hop over
such as ropes, small stones, bean bags, paths, clothing items, among many others.
Encourage creativity among the learners.
4. Ask the learners in their groups to hop over the items they have collected. After all
hopping, they can then interchange play items. Check and guide accordingly.
5. As learners create the play items, this helps them develop creativity and imagination
as well as critical thinking and problem solving. As they work in the groups, they
develop communication and collaboration as well as social cohesion and the
values of unity, integrity, peace, respect and responsibility.
6. As the learners come up with play items, it fosters learning to learn and self
efcacy as they get to see something they have created being used.
35
Conclusion
At the end of the lesson, have the learners change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Ask the learners to think of other items that they can use to make ropes and bean bags to
play with. Let them make the ropes using these items and present them to the class during
the next session. Encourage and applaud creativity.
Lesson 12
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to play simple games for enjoyment
collaboration, and peaceful coexistence.
Background information for the teacher
Group learners into small manageable groups and monitor the activity of each group keenly.
Identify the number of learners in the class with special needs so as to prepare yourself to
handle them. Ensure all the equipment needed for the lesson is available and functioning.
Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners hopping. If your
school has limited resources, use the locally available materials to teach. Ensure yo carry the
emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Discuss in groups of three some games that you can play as you hop.
b. Teacher’s activities
1. Have the learners discuss some games they can play while hopping. Ask a few
learners to give their responses. As they discuss, it helps develop communication
and collaboration as well as critical thinking and problem solving. Working
together also helps develop social cohesion and citizenship.
2. Ask the learners to name some games that they can play while hopping. The answers
need to show an interconnection between hopping and various other games such
as hopping for speed down a path or around blocks. Other games include the hop-
scotch among others. Accept any other relevant answers.
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3. As the learners think through the games, this helps develop their critical thinking
and decision making. It also helps develop the values of unity, responsibility
and peace.
4. Ask the learners to play some of the games they have suggested. Be sure to observe
and guide accordingly. Each group of four can play a game that incorporates
hopping and present it to the rest of the learners.
5. If learners suggest a game that the rest of the learners are not aware of, ask that they
demonstrate it to the class and the class imitates. This will help develop self-esteem
among the learners when they see their peers listen to them and imitate their actions.
It will also develop creativity and imagination among the learners as they will
want to have a new game to demonstrate. Ensure the learners recall the need for
maintaining security as they play, which will enhance safety and security.
6. Insist on the need to report any cuts or wounds that they or the rest of the learners
get while in the eld. Explain the dangers of doing this, including contracting HIV
and AIDS if they do this. This will be promoting health education.
7. Playing the games helps develop creativity and imagination, communication
and collaboration as well as critical thinking. It also develops social cohesion
and citizenship as the learners learn to work together, and the values of unity,
respect, peace and responsibility.
Conclusion
At the end of the lesson, have the learner change into their school uniforms and go back to
class. If there are any resources that were used, have the learners help you put them back to
where they will be stored safely.
Assessment
Ask the learners to come up with any other games that involve hopping in their groups.
They can present their ndings during the next lesson. What is the importance of playing
games that incorporate hopping?
End of sub strand
Notes for the teacher
It is important to note that there is a difference between jumping and hopping and skipping.
A hop is a light and small jump, usually on the same place but not always. It is simply leaping
off the ground with the body totally in the air, defying gravity for a while, usually done with
only one leg. A jump is an action performed by springing off the ground through the use
of both legs.
Therefore, the jump is done with both feet and the whole body off the ground. On the
other hand, a hop is done with only one foot.
Skipping is a light jumping way of moving. You lift your legs higher than with walking, and
your whole body moves up and down. Be sure to explain this difference even as the learners
learn and perform the hop activity.
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Suggested community service learning activity to support learning through application
Learners can perform during prize giving day and academic days.
Suggested non-formal activities to support learning through application
Learners collaborate with others and play hop scotch.
Suggested assessment
Oral questions and practical assessment.
Sub-strand 1.2 Locomotor Skills: Leaping
Number of lessons: 12 lessons
Specic learning outcomes
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 leaping for body awareness.
b. Watch a video clip of the leaping skill for digital literacy.
c. Perform leaping in different ways for strength, coordination, endurance and
balance.
d. Practise leaping in different ways for strength, coordination, endurance, balance
and for excellence.
e. Establish relationships through leaping for critical thinking and problem.
f. Make appropriate play items for creativity and imagination, appreciate leaping for
strength, coordination, balance and self- esteem.
g. Appreciate leaping for strength, coordination, balance and self esteem.
h. Play simple games for creativity, enjoyment and peaceful coexistence.
i. Observe the rules when playing games for own and others safety.
Key inquiry questions
1. Name the animals that move around by leaping.
2. Name the parts of the body used for leaping.
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
basic movement skills:
1. Citizenship
2. Self-efcacy
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3. Digital Literacy
4. Learning to learn
5. Creativity and imagination
6. Communication and collaboration
7. Critical thinking and problem solving
Link to PCIs
1. ESD: DRRS: safety and security when playing games
2. Citizenship: social cohesion. The learners to collaborate when playing games
3. Learner Support Programme: Sports and games, through games that involve leaping
skills
4. Health Education: HIV and AIDS - When wounds and cuts occur while leaping
report to the teacher do not handle
5. Life Skills: Self-esteem and self-awareness: by knowing myself and knowing the parts
of the body involved in performing physical activities
6. Link to Values: Exhibit responsible behaviour that respects self and others during
movement physical activities by displaying such values as integrity, respect, responsibility,
unity, peace and love.
Links to other learning areas
1. Language activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematic activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to name the parts of the body that are
used when leaping.
Background information for the teacher
Ensure all the equipment you need for the lesson is in place. Get to know the learners who
may be physically disabled as well as those with other special needs. This will help you plan
to get the necessary resources for them and prepare learning activities that incorporate all
the learners in the lesson.
39
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners leaping. If your
school has limited resources, use the locally available materials to teach. Remember to always
have the emergency kit incase of accidents.
Learning experiences
a. Learner’s activity
1. Name the following animals:
a b
2. Tell your friend how the animals are moving in the pictures.
b. Teacher’s activities
1. Introduce the lesson by having learners look at the illustrations as suggested above.
You should provide the illustrations to the learners. For the visually impaired learners,
have tactile illustrations so they can feel them and also participate in the class
discussion.
2. Ask the learners to say what they can see in the illustrations. They should then
respond to the questions asked. This can rst be discussed in groups, then choose
individual learners to give the answers. Guide accordingly.
3. Ask how many learners have participated in leaping as in the animals shown in the
illustrations. You can ask the learners to leap as they can see from the illustrations.
Guide and correct accordingly. If they do not know how to, demonstrate it to them.
They should then imitate what you did. Ask the learners to also name the activity
they just participated in. Guide them to know that it is leaping.
4. Ask learners to then say how they leap and what parts of the body they use to leap.
Help the learners to know that the parts of the body used for leaping include the
hands and legs.
5. Ask the learners to leap a few times correctly using the correct body parts. Check
what they do and guide accordingly.
40
6. Encourage learners to think and discuss the parts of the body that are used when
leaping, this helps develop critical thinking and problem solving. Discussing with
each other helps develop communication and collaboration as well as social
cohesion and citizenship. As the learners also teach the rest about leaping, it helps
develop self efcacy as well as learning to learn. This also develops self-esteem
in the learners as their peers follow their instructions.
7. As learners learn more about their bodies and the parts of the body involved in
leaping, it helps develop self-awareness, an important issue for learners as they
grow up. This also helps develop self-esteem among the learners.
8. As the learners participate in the class activities, this helps develop values such as
peace, unity, integrity, respect and responsibility.
Conclusion
Ask the learners to change into their school uniform at the end of the lesson and go back
to class. Ask them to help you put back the equipment used where they can be stored safely.
Assessment
Have learners in pairs say the importance of their various parts of the body.
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip showing other
learners leaping.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners leaping. If your
school has limited resources, use the locally available materials to teach.
41
Learning activities
a. Learner’s activity
Describe to your friend the rst time you saw an animal leaping. What animal
was it? What was it leaping over?
b. Teacher’s activities
1. Ask the learners to describe the rst time they saw an animal leaping. Give them
time to discuss, then ask a few learners to stand and say what they discussed. As they
discuss, it helps develop communication and collaboration and critical thinking
and problem solving among the learners as well as learning to learn. From the
answers given, you will be able to know how much learners know on leaping the
animals know. This will help you plan your lesson accordingly.
2. By giving their peers a chance to express their views, this helps develop self-esteem
and the value of respect among the learners.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that
they helped and the devices worked.
5. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual impairments, you can have the clip in audio so they can follow
the proceedings as the rest of the learners watch. If there are learners with hearing
impairments, have the clip with subtitles so they can follow what is happening. Be
sure you are there to assist where need be.
6. Encourage learners to ask the questions they came across as they watched the
video clip. If the questions are too many, you can have them watch the clip again
to get answers for the questions. If the questions are not too complex, you can
have the learners in groups to sit and discuss and come up with the answers. As
they discuss, it helps develop critical thinking and problem solving as well as
communication and collaboration among the learners. Working together also
helps develop citizenship as well as social cohesion. If the questions are too
complex, you can give the responses to the learners.
7. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that deal with learners or
people performing leaping. Combine the pictures in a way that develops knowledge
as the learners view them.
8. The learners can also, in their groups, discuss the most interesting part of the
video clip they have watched and explain why they found it interesting. You can
have one of the learners stand and present what was discussed in the group to the
42
class. Ensure as many learners as possible stand and present to the class before
the end of the lesson. This helps develop creativity and imagination as well as
communication and collaboration.
9. Watching the clip helps develop digital literacy among the learner as they get to
deal with technology adequately. As they respond to what they have seen, this helps
develop communication and collaboration, critical thinking and problem
solving as well as creativity and imagination. As the learners work together,
it fosters social cohesion and citizenship as well as values such as respect,
responsibility, unity and peace.
Conclusion
Ask the learners assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form and pick any litter they may have thrown around. They
can then go back to the class.
Assessment
Ask the learners to individually write down what they have learnt from the video clip. Check
their work and guide accordingly.
Lesson 3
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to state and observe rules while leaping.
Background information for the teacher
Group learners into small manageable groups and monitor the activity of each group keenly.
Identify the number of learners in the class with special needs so as to prepare yourself to
handle them. Ensure all the equipment needed for the lesson is available and functioning.
Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, digital
devices such as a computer and mobile phones and video clips of learners leaping. If your
school has limited resources, use the locally available materials to teach.
Learning activities
a. Learner’s activity
Discuss with your friend what the right thing to do is when playing with
resources in the eld.
43
b. Teacher’s activities
1. Give the learners time to discuss the right things to do when playing with resources
in the eld. Ask a few learners to stand and say what they discussed. As they discuss,
it helps develop communication and collaboration and critical thinking and
problem solving among the learners. By giving their peers a chance to express their
views, this helps develop self-esteem and the value of respect among the learners.
2. Guide learners to realise that the answers they give are what forms the rules to be
followed when playing any game. You can then ask that they narrow their responses
down to the rules to be followed when hopping. This can still be done in the groups,
then have individual learners stand and present their answers to the class. Guide
their discussions.
Some of the rules they could come up with include:
a. Learners should always be in full games kit including sport shoes.
b. Learners should be aware of learners with physical disabilities and assist them
to be part of the class by participating in activities that they can handle.
c. Learners should avoid unruly behaviour like ghting when in the eld.
d. Learners should not go to the eld without the teacher or facilitator.
e. Learners should not touch wound or cuts that occur while playing in the eld.
They should instead notify the teacher.
f. Learners should ensure they stretch before playing the games to avoid injuries.
g. Learners should use the play items correctly when in the eld, and should
store them well once they are through using them.
h. There are many other rules that the learners can come up with in regards to
leaping. Ensure they are relevant.
3. Guide learners to understand the importance of the rules. They also need to follow
all the rules when they are playing for their own security and safety and that of
their fellow learners.
4. As the learners think about the rules to be followed, this enhances critical thinking
and problem solving as well as creativity and imagination among the learners.
As they respond, this enhances communication and collaboration. Knowledge
about what to do in case of an accident while playing in the eld leads to development
of health education. As the learners work together, this helps develop social
cohesion and citizenship as well as the values of respect, responsibility, unity,
peace and integrity.
Conclusion
At the end of the lesson, have the learners change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Ask learners to write down the rules they learnt. They should then put them up in a place
where they can easily refer to them every time.
44
Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform leaping in different ways for
strength and coordination.
Background information for the teacher
Get to know the learners who may be having physical disabilities as well as any other special
needs. This will help you plan and get the necessary resources for them. This will also help
you plan the activities to teach in a way that incorporates all the learners in the lesson.
Ensure that where the learners will play is safe and the eld is properly marked. Ensure that
all the equipment and resources needed for the lesson are available. Ensure also that the
learners are in correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, digital devices such as
computer and mobile phone and video clips of learners leaping. If your school has limited
resources, use the locally available materials to teach. Always carry the emergency kit in case
of accidents.
Learning activities
a. Learners activities
1. Look at the illustrations below.
a b
2. Tell your friend what you can see.
b. Teacher’s activities
1. Ask learners to look at the illustrations given. Provide the illustrations above to the
learners as well as tactile illustrations for the visually impaired learners. This ensures
they also participate in the class discussion.
2. Ask the learners to say what they can see the boy doing in the illustration. They
should also say what the frog is doing. The learners can discuss in pairs then select
a few learners to present their answers to the class.
45
3. As the learners discuss in pairs, this helps develop communication and
collaboration. Thinking of the answers to present helps to develop critical
thinking and problem solving among the learners.
4. Ask learners if they can do what the boy in the picture is doing. You can ask some
of the learners to imitate the leaping as shown. They can demonstrate to the rest of
the learners. As they do this, it helps develop self efcacy as well as learning to
learn. If they cannot, you can demonstrate it to them and have them follow what
you did.
5. Explain to the learners that leaping is when you leave the ground on one foot and
land back on the other foot. Guide and correct their moves accordingly.
6. Ask the learners to leap forward. Check that they do it correctly.
7. Ask them to leap to the back. Check what they do and guide correctly.
8. Have as many learners as possible leap to the front and to the back. They can do
this individually or in small groups, where they compete against each other and
observe how well they can move without falling. This will build their strength and
coordination. You can also give instructions, where you ask that they leap ve times
to the front and ve times to the back. As learners perfect this, it helps them develop
strength and coordination.
9. For the physically impaired learners, incorporate them to participate in leaping in
a way that they are comfortable with and that causes them no harm or ridicule. As
for the special needs learners such as the slow learners, give them more time to
participate in leaping till they can develop their strength. As for the fast learners,
you can give them longer distances to leap to the front and the back so they do not
disturb the rest of the learners. Guide and correct accordingly.
10. As the learners leap in the directions given, this helps them develop creativity and
imagination as well as self efcacy when they leap and do not fall. As learners
work together, this helps develop social cohesion and citizenship. Responding to
the instructions also helps develop communication and collaboration.
11. As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to a safe place.
Assessment
Ask the learners to continue to practise leaping forward and backwards. They should increase
the distance they leap to help develop their strength.
46
Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform leaping for endurance
and balance.
Background information for the teacher
Ensure that where the learners will play is safe and the eld is properly marked. Ensure
that all the equipment and resources needed for the lesson are available. Ensure also that
the learners are in correct games kit and obey the rules of the game at all times. Know
your learners. Those with physical disabilities and other special needs should be given the
required attention.
Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners leaping. If your
school has limited resources, use the locally available materials to teach. Remember to always
have the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Play a game where you leap sideways as you play.
a. Teacher activities
1. Ask learners to play a game where they leap sideways as they play.
2. Ask the learners who can to demonstrate the game to the rest of the learners. The
other learners can then imitate what the learners did. Check what they do and guide
accordingly.
3. Give learners time to discuss in pairs the games, then ask a few learners to stand and
present in front of the class. As they discuss, it helps develop communication and
collaboration and critical thinking and problem solving among the learners. By
giving their peers a chance to express their views, this helps develop self-esteem
and the value of respect among the learners.
4. Ask the learners to identify the direction in which they are leaping as they play. Help
them note that they are leaping to the left and right.
5. Leap to the left and right before the learners and ask them to say the direction.
Guide and correct accordingly.
6. Ask the learners to then leap to the right and to the left. They can rst be asked to
leap to the right ve times then to the left ve times. Check what they are doing and
guide them accordingly.
47
7. Encourage all the learners to participate in the activities as this will help develop
endurance and balance.
8. For the physically impaired learners, incorporate them to participate in leaping in
a way that they are comfortable with and that causes them no harm or ridicule. As
for the special needs learners such as the slow learners, give them more time to
participate in leaping until they can develop their balance and endurance. As for
the fast learners, you can ask them to leap for longer on either side so they do not
disturb the rest of the learners. They can also be asked to leap in a way that makes
certain letters such as letter H, L or O. Guide and correct accordingly.
9. As the learners leap in the directions given, this helps them develop creativity
and imagination as well as self efcacy when they develop balance as they leap.
As learners work together, this helps develop social cohesion and citizenship.
Responding to the instructions also helps develop communication and
collaboration as well as critical thinking and problem solving.
10. As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to a safe place.
Assessment
Ask the learners to leap ten times to the left and ten times to the right continuously without
falling. This will be able to test their endurance and balance.
Lesson 6
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to practice leaping in different ways
for strength and coordination.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
48
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners leaping. If your
school has limited resources, use the locally available materials to teach. Remember to always
have the emergency kit in the event of accidents.
Learning activities
a. Learner’s activity
Leap two times to the left and two times to the right. Which direction is
easier to leap to?
a. Teacher’s activities
1. Ask as many learners as possible give their views on the easier direction: to leap
left or right. They will have different responses according to what they feel is easier
for them. As they give their responses, this helps develop communication and
collaboration as well as critical thinking and problem solving.
2. By giving their peers a chance to express their views, this helps develop self-esteem
and the value of respect among the learners.
3. Ask the learners to all leap ve times to the front. Check that they do it correctly.
Be sure to give the special ability learners such as the slow learners more time to
complete the task.
4. Ask that they now leap ve times to the back. Check and guide accordingly.
5. Do the same for leaping to the right and to the left. Check their progress. Take note
of the direction that looks complex and guide the learners to be able to leap to that
side correctly.
6. As the learners leap, it helps develop their creativity and imagination as well as
social cohesion as they have to work together.
7. Organise the learners in multi ability groups of four learners. Guide them to practise
leaping in the different ways for strength and coordination.
8. For example, you can have the rst group leap seven times to the front, seven to the
left, seven to the right and seven times to the back. This combination of moves will
help the learners practise leaping and will help them gain coordination. Ensure the
different special needs learners also participate in the activities depending on their
ability. Ensure they do not get hurt or suffer ridicule.
9. You can then ask the learners to leap in ways that help to form certain letters. For
instance, they can leap and make the letter I, L, H or O. Be sure to check what they
do and guide accordingly.
10. As the learners leap in the directions given, this helps them develop creativity and
imagination as well as self efcacy when they leap and do not fall. As learners
work together, this helps develop social cohesion and citizenship. Responding to
the instructions also helps develop communication and collaboration as well as
critical thinking and problem solving.
11. As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace.
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Conclusion
At the end of the lesson, have the learner change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to a safe place.
Assessment
Encourage the learners to practise leaping in different ways for strength and coordination
especially in the areas that they feel they have a bit of an issue.
Lesson 7
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to practice leaping in different ways
for endurance, balance and excellence.
Background information for the teacher
Ensure all the equipment you need for the lesson is in place. Get to know the learners that
may be physically disabled as well as those with other special needs. This will help you plan
to get the necessary resources for them and prepare learning activities that incorporate all
the learners.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners leaping. If your
school has limited resources, use the locally available materials to teach. Always carry the
emergency kit in case of accidents
Learning activities
a. Learner’s activity
Tell your friend if there is something you have had to leap over. Were you
able to do it?
b. Teacher’s activities
1. Ask as many learners as possible to give their views on the things they have had to
leap over. They will have different responses according to their own experiences. As
they give their responses, they help develop communication and collaboration as
well as critical thinking and problem solving.
2. Ask the learners to identify the directions they can leap in, away from simply forward
and backwards and to the sides. Ask them to discuss this directions in groups of
three learners and present their answers and presentation to the class. Accept the
responses given.
3. Ask the learners to leap in a circular way. You can have one group explain how this
can be done. Guide them to realise that they will need to practise leaping to the front
50
and to the side to be able to leap in a circular manner. Guide accordingly. As they
do this, it helps develop self efcacy among the learners as well as values such as
responsibility and respect.
4. The learners can also leap in a straight manner. Ask a learner who can to demonstrate
to the others and let them imitate what is shown. Challenge them to realise that a
straight leap is not always forward, that they can leap in a vertical way but still leap
in a straight way.
5. Ask the learners to come up with the different ways of leaping, This helps them
develop their creativity and imagination as well as social cohesion and
citizenship as they work together.
6. Ask the learners leap in the given directions with control fall. This it develops
self efcacy. As learners work together, this helps develop social cohesion and
citizenship. Responding to the questions also helps develop communication and
collaboration as well as critical thinking and problem solving.
7. As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Encourage the learners to practise leaping in the different pathways to gain excellence even
after the class.
Lesson 8
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to establish relationships through
leaping for critical thinking and problem solving.
Background information for the teacher
Get to know the learners who may be having physical disabilities as well as any other special
needs in your class. This will help you plan yourself in advance and get the necessary resources
for them. This will also help you plan the activities to teach in a way that incorporates all
the learners in the lesson. Ensure that where the learners will play is safe and the eld is
properly marked. Ensure all the equipment and resources needed for the lesson are available.
Ensure also that the learners are in correct games kit and obey the rules of the game at all
times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital devices
such as a computer and a mobile phone and video clips of learners leaping. If your school
has limited resources, use the locally available materials to teach. Remember to carry the
emergency kit in case of accidents.
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Learning activities
a. Learner’s activity
Look at the illustration below.
Play as shown with your friend.
b. Teacher’s activities
1. Ask the learners to look at the illustration shown. If there are any visually impaired
learners, provide them with tactile illustrations so that they can also participate in
the class discussion.
2. Ask the learners to say what the pupils in the picture are doing. They can discuss
in pairs then have one learner from the group present their answers to the class. As
they discuss and give their answers, it helps to develop their communication and
collaboration.
3. Ask learners to practice leaping as in the illustration. Guide them to realise that they
can leap together with a friend, where they do the same thing together with their
friend. You can have the learners in pairs practise doing this. Encourage them to try
and mirror each other’s moves. Encourage and applaud the learners who are able to
do this correctly.
4. Next, challenge the learners to leap in a zigzag manner. This is something new and
might be a bit difcult. You can have the learners in mixed ability groups and have
them discuss how to leap in a zigzag manner.
5. Ensure they discuss and nally come up with the correct way of doing this. The
groups that get to know how this is done should show the rest of the learners how
to leap in a zigzag manner. Ensure that the learners do not look down on those who
cannot but are patient enough with them and in the end, all the learners get to help
each other learn how to leap in this manner correctly. Guide accordingly.
6. If there will be time remaining ask the learners to perfect leaping with a friend in the
zigzag manner as they did before, mirroring the other person’s moves.
7. Ask the learners to do the same and leap in a triangular manner and in a way that
forms the square shape in the pairs, where all the group members think critically and
52
come up with how this is done. This activity can also be given to the fast learners
when they complete leaping in a zigzag manner so they do not disrupt the rest of
the learners as they perform the zigzag leap. Guide accordingly.
8. As for the learners with different physical impairments, ensure they are incorporated
into the leaping activity in a way that they can perform without hurting themselves
or causing ridicule.
9. As learners discuss together in their groups, this helps develop communication
and collaboration. Thinking of how one learner can leap in the same way as
another learner develops critical thinking and problem solving. As the learners
also work together, it helps develop social cohesion and citizenship. The values
of respect, unity, responsibility and peace are also developed as the learners
work together to learn how to leap in the different ways. The learners also gain self
efcacy and learning to learn when they get to nd out on their own how they
can leap in different complex pathways.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be safe.
Assessment
Encourage the learners to challenge themselves to leap in more and different pathways.
Lesson 9 and 10
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learners should be able to make appropriate play items for
creativity and imagination.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of learners leaping. If your
school has limited resources, use the locally available materials to teach. Always carry the
emergency kit in case of accidents.
53
Learning activities
a. Learner’s activity
Have the learners say some items that can be used to make things they can leap
with.
b. Teacher’s activities
1. Ask the learners to discuss the items they can use to make things they can leap with.
2. Ask a few learners to give their responses. As they discuss, it helps develop
communication and collaboration as well as critical thinking and problem
solving. Working together also helps develop social cohesion.
3. Ask learners to name the things discussed. The answers revolve around things that
are easy to come by and can be incorporated when leaping. Challenge the learners
to be as creative as possible when coming up with the items.
4. Give learners time to go round the school compound or eld and collect the items
they discussed. This can still be done in the groups. They should then come with
the items and incorporate them in the playing. Ensure they are safe as they leap over
the items they chose. Guide accordingly.
5. Ensure that the learners with different physical disabilities are also incorporated in
the class activities in a way that does not harm them or cause them ridicule. This will
help enhance learner support program through incorporation.
6. As learners create the play items, this helps them develop creativity and imagination
as well as critical thinking and problem solving. As they work in the groups, they
develop communication and collaboration as well as social cohesion and the
values of unity, respect, peace and responsibility.
7. As the learners play with the items, it fosters learning to learn and self efcacy as
they get to see something they have created being used.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be safe.
Assessment
Have the learners continue to come up with other play items that they can use when leaping.
They can still do this in their groups, and play using the items. This will further enhance
excellence in the skill of leaping.
54
Lesson 11
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate leaping for strength,
coordination, balance and self-esteem.
Background information for the teacher
Assemble all the learning resource before starting the lesson. Get to know your learners.
Those with physical diasbilities and other special needs should be incorporated in the
learning activities, therefore, you will need to plan the activities and necessary resources in
advance.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, digital devices such as
computer and mobile phone and video clips of learners leaping. If your school has limited
resources, use the locally available materials to teach. Remember to always carry the
emergency kit in case of any accidents.
Learning activities
a. Learner’s activity
Tell the class some reasons why leaping is important.
b. Teacher’s activities
1. Ask the learners to discuss the importance of leaping in pairs. Have a few
learners give their responses. As they discuss, it helps develop communication
and collaboration as well as critical thinking and problem solving among the
learners. Working together also helps develop social cohesion and citizenship.
2. The learners will have different responses according to their own experiences. Give
a chance to as many learners as possible to give their responses. Guide and correct
accordingly.
3. The responses given need to demonstrate the reasons why leaping is important
and useful. They can include: helping to jump over something blocking the way, or
leaping for joy, among many other situations.
4. You can ask the learners to demonstrate some of the situations they have mentioned.
They can, for example, pretend they are happy and leap for joy. Ask that they be
creative in their presentations. Guide accordingly.
5. Ensure you incorporate the physically disabled learners into the class activities.
Ensure they participate to the best of their ability and in a way that does not cause
them harm or ridicule.
6. As the learners come up with situations, this helps develop creativity and imagination
among the learners as well as critical thinking and problem solving. As the learners
demonstrate to the class, this helps develop social cohesion and citizenship as
55
they are working together and helps them develop integrity and respect for each
other’s talent.
7. Learners leaping together helps develop learning to learn and creativity and
imagination as they try not to fall. As the learners respond to each other, this helps
develop communication and collaboration. Learners developing appreciation
also leads to the development of unity, peace, love, respect and responsibility
to each other. They also acquire values such as integrity, respect, responsibility,
unity and peace.
Conclusion
Have the learner change into their school uniforms and go back to class at the end of the
lesson. If there are any resources that were used, have the learners help you put them back
to where they will be safe from damage.
Assessment
Have the learners demonstrate other situations that show they appreciate leaping. Check
what they do and guide accordingly.
Lesson 12
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to play simple games for creativity,
enjoyment and peaceful co-existence.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you plan
yourself in advance and get the necessary resources for them.
This will also help you plan the activities to teach in a way that incorporates all the learners
in the lesson. Ensure that the playground is safe and the eld is properly marked. Ensure
that all the equipment and resources needed for the lesson are available. Ensure also that the
learners are in correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, blocks, ropes,
digital devices such as computer and mobile phone and video clips of learners leaping. If
your school has limited resources, use the locally available materials to teach.
Learning activities
a. Learner’s activity
Discuss in groups of three some games that you can play as you leap.
56
b. Teacher’s activities
1. Have the learners discuss some games they can play as they leap. Ask a few learners
to give their responses. This discussion helps them develop communication and
collaboration as well as critical thinking and problem solving skills. Working
together also helps develop social cohesion and citizenship.
2. Ask the learners to name some games that they can play while leaping. The answers
need to show an interconnection between leaping and various other games. Accept
any other relevant answers.
3. As the learners think through the games, it helps them develop their critical thinking
and problem solving. It also helps develop the values of unity, responsibility
and peace.
4. Ask the learners to play some of the games they have suggested. Observe and guide
accordingly. Each group of four can play a game that incorporates leaping and
present it to the rest of the learners.
5. Avail different items to the class such as blocks or ropes and ask the learners to play
games using the items and leaping. Guide accordingly.
6. Ensure you incorporate the physically impaired learners into the class activities.
Ensure they participate to the best of their ability and in a way that does not cause
them harm or ridicule.
7. If a learner suggests a game that the rest of the learners are not aware of, you can
ask that they demonstrate it to the class as the rest imitate. This will help develop
self-esteem among the learners when they see their peers listen to them and imitate
their actions. It will also develop creativity and imagination among the learners as
they will want to have a new game to demonstrate. Ensure the learners are reminded
of the maintaining safety as they play, which will enhance safety and security.
Insist on the need to report any cuts or wounds that they or the rest of the learners
get while in the eld. Explain the dangers of failing to care for wounds and cuts
including contracting disease such as HIV and AIDS. This will be promoting health
education.
8. Playing the games helps develop creativity and imagination, communication
and collaboration as well as critical thinking. It also develops social cohesion
and citizenship as the learners learn to work together, and the values of unity,
respect, peace and responsibility.
Conclusion
At the end of the lesson, have the learners change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Ask the learners to respond and give the importance of playing games that incorporate leaping.
57
End of sub strand
Notes to the teacher
Leaping is almost the same as hopping, only that with leaping you have to land with the
opposite foot that you left the ground with, while hopping does not have this restriction. Be
sure to check this as the learners leap.
Suggested community service learning activity to support learning through application:
Learners to perform during prize giving day and AGM.
Suggested non-formal physical activities to support learning:
Learners collaborate with others to play games that involve leaping.
Suggested assessment:
Oral questions and practical assessment.
Sub-strand 1.3 Locomotor skill: Jumping for distance
Number of lessons: 12 lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a. Watch a video clip on triple jump for digital literacy.
b. Perform jumping for distance in different ways for strength, coordination, endurance,
balance and space awareness.
c. Practise jumping for distance in different ways for strength, coordination, endurance,
balance and for excellence.
d. Establish relationships through jumping for distance for critical thinking and
problem solving.
e. Appreciate jumping for distance 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 the rules when playing games for own and others safety.
Key inquiry questions
1. Name the parts of the body that are used for jumping.
2. Which direction is easier to jump towards?
3. Name insects that move by jumping.
58
Core competences to be developed:
The learners are expected to acquire the following competences in the process of learning
basic movement skills:
1. Citizenship
2. Self-efcacy
3. Digital Literacy
4. Learning to Learn
5. Creativity and imagination
6. Critical thinking and problem
7. Communication and collaboration
Link to PCIs:
1. ESD: DRR: safety and security when playing games
2. Citizenship: social cohesion when the learners are guided to collaborate when
playing games
3. Learner Support Program: Sports and games that involve the jumping skill
4. Health Education: HIV and AIDS: when wounds and cuts occur while playing
games report to the teacher do not handle
5. Life Skills: Self-esteem: self –awareness: knowing myself and knowing the parts of
the body involved in performing physical activities
Link to Values: Exhibit responsible behaviour that respects self and others during movement
physical activities by displaying such values as integrity, respect, responsibility, unity, peace
and love.
Links to other learning areas
1. Languages activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematic activities
59
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch video clip on triple jump
for digital literacy.
Background information for the teacher
Get to know the learners who may be having physical impairments as well as any other
special needs. This will help you plan yourself in advance and get the necessary resources
for them. This will also help you plan the activities to teach in a way that incorporates all
the learners in the lesson. Ensure that where the learners will play is safe and the eld is
properly marked. Ensure that all the equipment and resources needed for the lesson are
available. Ensure also that the learners are in correct games kit and obey the rules of the
game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, digital devices such as the
computer and mobile phone and video clips of learners or athletes performing the long
jump. If your school has limited resources, use the locally available materials to teach.
Learning activities
a. Learner’s activity
Have you ever watched animals jumping through the television or the
computer? Explain to your friend what was happening.
b. Teacher’s activity
1. Listen to the responses the learners give as they explain what they watched on
how animals jump. Their responses will guide you to be able to know how much
exposure your learners have to digital devices as well as how much they can do on
their own.
2. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
3. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that
they helped and the devices got to work.
60
4. Ask learners to note down any questions they may be have as they are watch the clip.
They can also take note of the most interesting parts of the video. For those with
visual disabilities, you can have the clip in audio so they can follow the proceedings
as the rest of the learners watch. If there are learners with hearing impairments,
have the clip with subtitles so they can follow what is happening. Be sure you are
there to assist where need be.
5. Encourage learners to ask the questions they came across as they watched the video
clip. If the questions are too many, you can have them watch the clip again to get
answers for the questions. If the questions are not too complex, you can have the
learners sit in groups, discuss and come up with the answers. As they discuss, it helps
develop critical thinking and problem solving as well as communication and
collaboration among the learners. Working together also helps develop citizenship
as well as social cohesion.
6. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that deal with learners or
people performing the long jump. Combine the pictures in a way that develops
knowledge as the learners view them.
7. The learners can also, in their groups, discuss the most interesting part of the video
clip they have watched and explain why they found it interesting. You can have one
of the learners stand and present what was discussed in the group. Ensure as many
learners as possible stand and present to the class before the end of the lesson.
This helps develop creativity and imagination as well as communication and
collaboration.
8. Watching the clip helps develop digital literacy among the learner as they get to
deal with technology adequately. As they respond to what they have seen, this helps
develop communication and collaboration, critical thinking and problem
solving as well as creativity and imagination. As the learners work together,
it fosters social cohesion and citizenship as well as values such as respect,
responsibility, unity and peace.
Conclusion
Have the learners assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form and pick any litter they may have thrown around. They
can then go back to the class.
Assessment
Ask the learners in groups to perform one thing they learnt from the video clip they just
watched. Check what they do and ensure they are safe as they play.
From the video clip watched, ask learners to identify the parts of the body that are used
when performing the long jump.
61
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to observe rules when playing games
for own and others safety.
Background information for the teacher
Group learners into small manageable groups and monitor the activity of each group keenly.
Identify the number of learners in the class with special needs so as to prepare yourself to
handle them. Ensure all the equipment needed for the lesson is available and functioning.
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phone and video clips of learners or athletes
performing the long jump. If your school has limited resources, use the locally available
materials to teach. Remember to carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activities
Look at the picture below. Tell your friend what you can see.
Is this eld safe to play in? Why or why not.
b. Teacher’s activities
1. Ask the learners to look at the illustration given. Provide the illustration to the
learners and a tactile one to the visually impaired learners so they can also be part
of the class discussion.
62
2. Give the learners time to discuss in pairs what they can see in the illustration given.
The discussion helps them develop critical thinking and problem solving skills
as well as social cohesion as they get to work together.
3. Guide the learners in pointing out the things that are wrong with the eld in the
illustration. The answers should revolve around the fact that the eld is not tidy or
safe to play in.
4. From the answers given, ask the learners to say what should be followed when
learners go to the eld to jump for distance. Guide them to realise that the answers
they give are what forms the rules to be used when jumping for distance.
Some of the rules include:
i. Learners should always be in full games kit including sport shoes.
j. Learners should be aware of learners with physical disabilities and assist them to
be part of the class by participating in activities that they can handle.
k. Learners should avoid unruly behaviour like ghting when in the eld.
l. Learners should not go to the eld without the teacher or facilitator.
m. Learners should not touch wounds or cuts that occur while playing in the eld.
They should instead notify the teacher about them.
n. Learners should ensure they stretch before playing the games to avoid injuries.
o. Learners should use the play items correctly when in the eld, and should store
them well once they are through using them.
p. There are many other rules that the learners can come up with in regards to
jumping for distance. Ensure they are relevant.
5. Guide learners to understand the importance of the rules. They also need to follow
all the rules when they are playing for their own security and safety and that of
their fellow learners.
6. As the learners think about the rules to be followed, this enhances critical
thinking and problem solving as well as creativity and imagination among
the learners. As they respond, this enhances communication and collaboration.
Knowledge about what to do in case of an accident while playing in the eld
leads to development of health education. As the learners work together, this
helps develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be safe.
Assessment
Ask learners to write down the rules they learnt. They should then put them up in a place
where they can easily refer to them every time.
63
Lesson 3 and 4
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform jumping for distance in
different ways for strength, coordination, endurance and space awareness.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phone and video clips of learners or athletes
performing the long jump. If your school has limited resources, use the locally available
materials to teach. Carry the emergency kit in case of accidents.
a. Learner’s activity
Look at the illustration below. Tell your friend what the learners are doing.
b. Teacher’s activities
1. Provide the illustration above to the learners as well as a tactile illustration for the
visually impaired learners. The learners can then discuss what they can see in pairs.
Select some learners to present their answers to the class. Give a chance to as many
learners as possible to give their responses.
64
2. As the learners discuss in pairs, this helps develop communication and collaboration.
Thinking of the answers to present helps to develop critical thinking and problem
solving skillsin the learners.
3. Ask learners to try and do what the learners in the picture are doing. If there are
learners who can, ask them to show the rest, who should then imitate what they see.
As the learners demonstrate, it helps them develop selfefcacy and self-esteem.
4. If none of your learners can demonstrate the long jump, you can demonstrate it
then have them imitate you. Do it correctly so they also do the correct thing.
5. Ask the learners to perform the long jump forward. Check that they do it correctly.
6. Ask that they do it to the sides, both the left and the right. Give the learners time as
this may be a bit difcult for the learners to do. Guide accordingly.
7. Help the learners know that as they jump correctly, they build their strength,
coordination, balance and endurance. Ensure that by the time the lessons end, they
can comfortably perform the long jump almost excellently.
8. The learners can also assist each other in small groups of three to jump accordingly.
Playing together and assisting each other helps develop values such as respect,
responsibility and unity.
9. As the learners jump for distance in the directions given, this helps them develop
creativity and imagination as well as critical thinking and problem solving.
As learners work together, this helps develop social cohesion and citizenship.
Responding to the instructions also helps develop communication and
collaboration. Learners helping each other also helps develop learning to learn
as well as learner support program, especially when the special ability learners are
incorporated into the class activities.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be safe.
Assessment
Ask the learners to jump for distance in a given number of times in different directions. For
example, you can ask them to jump ve times to either direction. Ensure they can do this.
Guide and correct accordingly.
Lesson 5
Lesson outcome
By the end of the lesson the learner should be able practice jumping for distance in
different ways for strength and coordination.
Background information for the teacher
This lesson will help learners practise hopping in different ways for endurance balance and
excellence. The teacher should guide the learners accordingly especially in arm placement
during hopping.
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Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phone and video clips of learners or athletes
performing the long jump. If your school has limited resources, use the locally available
materials to teach. Remember to carry the emergency kit incase of accidents.
Learning activities
a. Learner’s activity
Is it easier to jump for distance to the front and back or to the sides? Give a
reason for your answer.
a. Teacher’s activities
1. Ask learners to name some animals that jump when moving. They will have different
responses according to what they feel is easier for them. As they give their responses,
this helps develop communication and collaboration as well as critical thinking
and problem solving.
2. By giving their peers a chance to express their views, this helps develop self-esteem
and the value of respect among the learners.
3. Ask the learners to all jump ve times to the front. Check that they do it correctly.
Ensure you give the special ability learners such as the slow learners more time to
complete the task.
4. Ask them to now jump ve times to the back.
5. Do the same for long jumping to the right and to the left.
6. As the learners jump for height, it helps develop their creativity and imagination
as well as social cohesion as they have to work together.
7. Group the learners in multi ability groups of four learners. Guide them to practise
jumping for distance in the different ways for strength and coordination.
For example, you can have the learners jump a given distance to the front, back,
to the left and right. This combination of moves will help the learners practise
performing the long jump and will help them gain coordination. It will also help you
as the teacher nd out the directions the learners have a problem with. You can then
give more time to the learners to jump for distance in that direction until prociency
is gained. Ensure the different special ability learners also participate in the activities
depending on their ability. Ensure they do not get hurt or suffer ridicule.
8. Ask the fast learners to jump for height in a way that forms alphabet letters such as
letter T, S or L. Ensure to check what they do and guide accordingly.
9. Ask the learners to jump for distance in the directions given, they develop creativity
and imagination as well as self efcacy when they are able to maintain their
balance as they jump. As learners work together, they develop social cohesion and
citizenship. Responding to the instructions also helps develop communication
and collaboration.
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10. As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners to practise jumping for distance in the areas they feel are a bit problematic.
Check their progress before the next lesson.
Lesson 6
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to practise hopping in different ways
for endurance, balance and excellence.
Background information for the teacher
This lesson will help learners practise hopping in different ways for endurance, balance and
excellence. The teacher should guide the learners accordingly especially in arm placement
during hopping.
Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phone and video clips of learners or athletes
performing the long jump. If your school has limited resources, use the locally available
materials to teach. Remember to carry the emergency kit incae of accidents.
Learning activities
a. Learner’s activity
Name some animals that jump when moving.
b. Teacher’s activities
1. Ask learners to name some animals that jump when moving. They will have different
responses according to their own experiences. As they give their responses, this
helps develop communication and collaboration as well as critical thinking and
problem solving.
2. Some of the animals they name include: the rabbit, hare and also the grasshopper.
Guide accordingly.
3. Ask the learners to identity any other variations of the long jump that they know.
They can discuss in groups of three then present their answers to the class. The
learners can also present the different responses they have found.
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4. Guide the learners to know that one can jump for height with arms in various
positions, for example: beside the body, held forward or backward.
5. Ask the learners who can to demonstrate, or you can demonstrate to the rest of the
learners what they need to do, jump rst with the hands beside the body, then with
the hands to the front, and then to the back. Ask the learners to imitate what you
are doing.
6. Give the learners time to do each move correctly. Where you nd learners having a
problem with the arm placement, give more time to the move and guide accordingly.
7. Ask the learners to jump for distance in the formations given as this, helps them
develop self efcacy. As learners play together, they develop social cohesion and
citizenship. Responding to the questions also helps them develop communication
and collaboration as well as critical thinking and problem solving skill.
8. As the learners play together, this helps develop values such as integrity, respect,
responsibility, love, unity and peace.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Encourage ask the learners to practise jumping for distance in the different ways as discussed.
This will help build their endurance, balance and excellence.
Lesson 7
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to establish relationships through
jumping for distance for critical thinking and problem solving.
Background information for the teacher
Get to know the learners who may be having physical impairments as well as any other
special needs. This will help you plan yourself in advance and get the necessary resources
for them. This will also help you plan the activities to teach in a way that incorporates all
the learners in the lesson. Ensure that where the learners will play is safe and the eld is
properly marked. Ensure that all the equipment and resources needed for the lesson are
available. Ensure also that the learners are in correct games kit and obey the rules of the
game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phone and video clips of learners or athletes
performing the long jump. If your school has limited resources, use the locally available
materials to teach. Carry the emergency kit in case of accidents.
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Learning activities
a. Learner’s activity
Name the shapes below.
b. Teacher’s activities
1. Ask the learners to look at the pictures of the shapes and name them. If there are
any visually impaired learners, provide them with tactile illustrations so they can also
participate in the class discussion.
2. Ask the learners to mention objects that take the above shapes. They can discuss in
pairs then present their answers to the class. Guide accordingly. As they discuss and
give their answers, it helps to develop their communication and collaboration as
well as social cohesion and the values of unity and peace in the learners.
3. Review the previous lesson where learners were jumping for distance to the front,
back, to the left and right. Ask the learners to do this. Ensure your learners can jump
correctly.
4. Ask the learners how they can be able to long jump in a zigzag manner. This is
something new and might be a bit difcult. You can have the learners in mixed
ability groups and have them discuss how one can jump for distance in a zigzag
manner.
5. Encourage the learners to discuss and come up with the appropriate ways of
jumping for distance in a zigzag manner. The groups that gure it out should show
the rest of the learners how to do this. Advice the learners do not look down on
those who cannot but are patient enough with them and in the end, all the learners
get to help each other learn how to jump for distance in a zigzag manner. Guide
accordingly.
6. Ask the learners to jump for distance in a circular manner and in a curved manner
in the same groups. All the group members think critically and come up with how
to jump for distance. This activity can also be given to the fast learners when they
complete jumping for distance in a zigzag manner so they do not disrupt the rest of
the learners as they are jumping for distance in a zigzag manner. Guide accordingly.
7. Encourage learners to discuss in their groups, as it helps them develop
communication and collaboration. Thinking of how one can jump for distance in
a zigzag manner develops critical thinking and problem solving. As the learners
also work together, they develop social cohesion as they have to work together.
The values of respect, unity, responsibility and peace are also developed as the
learners work together to learn how to jump for distance in a circular manner. The
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learners also gain self efcacy and learning to learn when they get to nd out on
their own how they can jump for distance in different complex pathways.
Conclusion
At the end of the lesson, have the learner change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to where they will be safe.
Assessment
Encourage the learners to practice jumping for distance in a zigzag manner with:
1. Their hands to the side
2. Their hands to the front
3. Hands held to the back.
Ensure they can do the jumps correctly. Guide accordingly.
Lesson 8
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate jumping for distance
for strength, coordination, balance and self-esteem.
Background information for the teacher
Ensure all the equipment you need for the lesson are in place. Get to know the learners who
may be physically disabled or those with other special needs. This will help you plan and
get the necessary resource for them as well as prepare lerning activities that incorporate all
learners.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phone and video clips of learners or athletes
performing the long jump. If your school has limited resources, use the locally available
materials to teach.
Learning activities
a. Learner’s activity
Tell the class some reasons why jumping for height is important.
b. Teacher’s activities
1. Ask the learners to discuss the reason why jumping for height is important then
in pairs let a few learners give their responses. As they discuss, it helps develop
communication and collaboration as well as critical thinking and problem
solving among the learners. Working together also helps develop social cohesion
and citizenship.
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2. The learners will have different responses according to their own experiences. Give
a chance to as many learners as possible to give their responses. Guide and correct
accordingly.
3. The responses given need to demonstrate the reasons why jumping for height is
important and useful. They can include jumping over a hole, jumping over a puddle,
jumping over danger, competing in games or just jumping to increase strength and
body coordination.
4. Ask the learners to demonstrate some of the circumstances they have mentioned.
They can, for example, pretend to be jumping over a puddle of water. Ask that they
be creative in their presentations. Guide accordingly as needed.
5. As the learners come up with situations, this helps develop creativity and imagination
among the learners as well as critical thinking and problem solving. As the learners
demonstrate in the groups, this helps develop social cohesion and citizenship
as they are working together, and helps them develop integrity and respect for each
other’s talent.
6. Learners jumping for distance together helps develop learning to learn and
creativity and imagination as they try not to fall. As the learners respond to each
other, this helps develop communication and collaboration. Learners developing
appreciation also leads to the development of unity, peace, love, respect and
responsibility to each other.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be kept safely.
Assessment
Ask the learners demonstrate other situations that show they appreciate jumping for distance.
Guide accordingly.
Lesson 9 and 10
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able make appropriate play items for
creativity and imagination.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
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Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phone and video clips of learners or athletes
performing the long jump. If your school has limited resources, use the locally available
materials to teach.
Learning activities
a. Learner’s activity
The learners to identify some things that can be use to make play items they can
jump for distance with.
b. Teacher’s activities
1. Ask the learners to identify some things that can be used to make play items.
2. Let the learners discuss in pairs give their responses. As they discuss, it helps them
develop communication and collaboration as well as critical thinking and
problem solving. Working together also helps develop social cohesion.
3. Ask learners to name the items discussed. The answers should revolve around things
that are easy to come by and easily available in their environment. Encourage the
learners to be as creative as possible when coming up with the items. Give time for
the learners to go round the school or the eld collecting these items. Remind the
learners that the items they come up with need to be safe to use.
4. Some of the things the learners can come up with include: things they can jump
over for distance over such as ropes, blocks, sticks arranged far apart, among many
others. Encourage creativity among the learners.
5. Ask the learners in their groups to jump over the items they have collected. They can
also interchange the play items in the different groups. Check and guide accordingly.
6. Ask learners to come up with play items, this helps them develop creativity and
imagination as well as critical thinking and problem solving. Working the
groups helps them develop communication and collaboration as well as social
cohesion and the values of unity, integrity, peace, respect and responsibility.
7. As the learners come up with play items, it fosters learning to learn and self
efcacy as they get to see something they have created being used.
Conclusion
At the end of lesson, have the learners change back into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners in their free time to think of other items that they can make and play with.
Check what they come up with during the next lesson. Encourage and applaud creativity.
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Lesson 11 and 12
Time: 60 minutes
Lesson outcome
By the end of the lesson, learner should be able to play games for enjoyment, collaboration
and peaceful coexistence.
Background information for the teacher
Get to know the learners who may be having physical disabilities as well as any other special
needs. This will help you plan yourself in advance and get the necessary resources for them.
This will also help you plan the activities to teach in a way that incorporates all the learners
in the lesson. Ensure that where the learners will play is safe and the eld is properly marked.
Ensure that all the equipment and resources needed for the lesson are available. Ensure also
that the learners are in correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phone and video clips of learners or athletes
performing the long jump. If your school has limited resources, use the locally available
materials to teach. Ensure you carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Discuss in groups of three some games that you can play as you jump for distance.
b. Teacher’s activities
1. Ask the learners to discuss some games they could play as they jumped for distance.
learners give their responses. Discussion helps develop communication and
collaboration as well as critical thinking and problem solving. Working together
also helps develop social cohesion and citizenship.
2. Ask the learners to name some games that they can play while jumping for distance.
The answers need to show an interconnection between jumping for distance and
various other games. Accept any other relevant answers.
3. Ask the learners to think through the games. This helps Them develop their critical
thinking and problem solving skills. It also helps develop the values of unity,
responsibility and peace.
4. Ask the learners to play some of the games they have suggested. Observe and guide
accordingly. In groups of four, let them play a game that incorporates jumping for
distance and present it to the rest of the learners.
5. Ask them to ring the items they used during the previous lesson and incorporate
them in the games. They can, for example, jump with a friend in the same way, sort
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of mirroring each other, and compete to make the best replica of each other. They
can also jump in different levels, with legs open apart or closed up. Check what they
do and guide them accordingly.
6. Ensure you incorporate the physically disabled learners into the class activities.
Encourage them to participate to the best of their ability and in a way that does not
cause them harm or ridicule.
7. If a learner suggests a game that the rest of the learners are not aware of, you can
ask them to demonstrate it to the class as the class imitates. This will help develop
self-esteem among the learners when they see their peers listen to them and imitate
their actions. It will also develop creativity and imagination among the learners
as they will want to have a new game to demonstrate. Ensure the learners recall the
need for maintaining safety as they play, which will enhance safety and security.
Insist on the need to report any cuts or wounds that they or the rest of the learners
get while in the eld. Explain the dangers of doing this, including contracting HIV
and AIDS if they do this. This will be promoting health education.
8. Playing the games helps develop creativity and imagination, communication
and collaboration as well as critical thinking. It also develops social cohesion
and citizenship as the learners learn to work together, and the values of unity,
respect, peace and responsibility.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners to respond and give the importance of playing games that incorporate the
long jump.
End of sub strand
Suggested community service learning activity to support learning through
application
Learners to perform during inter school competitions.
Suggested non-formal activities to support learning
Learners are involved in playing games such as Hop scotch.
Suggested assessment
Oral questions and practical assessment.
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Sub-strand 2.1 Non-locomotor skill: Pulling and pushing
Number of lessons: 12 lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a. Watch a video clip on pulling and pushing activities for digital literacy.
b. Perform pulling and pushing in different ways for coordination, strength and
endurance.
c. Practise pulling and pushing for strength, coordination, balance and self-esteem.
d. Establish relationships through pulling and pushing for creativity.
e. Appreciate pulling and pushing for strength, endurance and self-awareness.
f. Play games for enjoyment, collaboration and peaceful co-existence.
g. Observe rules when pulling and pushing for own and others safety.
Key inquiry questions
1. How can you move a heavy object from one place to another?
2. Name the body parts used for pulling and pushing.
Core competences to be developed:
The learners are expected to acquire the following competences in the process of learning
basic movement skills:
1. Citizenship
2. Self-efcacy
3. Digital literacy
4. Learning to learn
5. Creativity and imagination
6. Communication and collaboration
7. Critical thinking and problem solving
Link to PCIs:
1. ESD: DRR: Observing safety and security when playinng games.
2. Citizenship: Through social cohesion the learners learn to collaborate when playing
games.
3. Learner Support Program: Enhanced through games that involve pulling and
pushing skills.
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4. Health Education: HIV and AIDS: when wounds and cuts occur while playing,
learners to report to the teacher and not handle them.
5. Life Skills: Self-esteem: self-awareness: enhanced by themselves knowing the parts
of the body involved in performing physical activities.
Link to Values: Exhibit responsible behaviour that respects self and others during
movement physical activities by displaying such values as integrity, respect, responsibility,
love, unity and peace.
Links to other learning areas
1. Languages activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip on pulling and
pushing activities for digital literacy.
Background information for the teacher
Group learners into small manageable groups and monitor the activity of each group keenly.
Identify the number of learners in the class with special needs so as to prepare yourself
on how to handle them. Ensure all the equipment needed for the lesson are available and
well-functioning
Suggested learning resources
Some of the learning resources include: digital devices such as the computer and mobile
phones and video clips of people pushing and pulling. If your school has limited resources,
use the locally available materials to teach.
Learning activities
a. Learner’s activity
Ask the learners to talk about the last game they watched other learners play
from different digital devices. What was it? What was interesting about watching
it?
b. Teacher’s activities
1. Give the learners time to discuss the last game they watched on different digital
devices. Ask a few learners to stand and say what they discussed. Discussion
helps them develop communication and collaboration, critical thinking and
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problem solving among the learners well as learning to learn. From the answers
given, you will be able to know how much exposure the learners have to the digital
devices. This will help you plan your lesson accordingly.
2. Encourage them to give their peers a chance to express their views, this helps
develop self-esteem and the value of respect among the learners.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist in setting up the digital devices. This help them develop a
sense of responsibility and respect. This will also help develop digital literacy as
the learners get a chance to handle the different technological devices. Helping also
develops the feeling of self efcacy as the learners feel proud that they helped and
the devices got to work.
5. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual impairments, you can have the clip in audio so they can follow
the proceedings as the rest of the learners watch. If there are learners with hearing
impairments, have the clip with subtitles so they can follow what is happening. Be
sure you are there to assist where need be.
6. Let learners ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, it helps
develop critical thinking and problem solving as well as communication and
collaboration among the learners. Working together also helps develop citizenship
as well as social cohesion.
7. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that show people pushing and
pulling. Combine the pictures in a way that develops knowledge as the learners view
them.
8. Watching the clip helps develop digital literacy among the learners as they get to
deal with technology adequately. As they respond to what they have seen, this helps
develop communication and collaboration, critical thinking and problem
solving as well as creativity and imagination. As the learners work together,
it fosters social cohesion and citizenship as well as values such as respect,
responsibility, unity and peace.
Conclusion
Have the learners assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form before they started to watch the video and pick any
litter they may have thrown around. They can then go back to the class.
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Assessment
1. Ask the learners to say something they found interesting from the clip watched.
2. Ask the learners to also name the parts of the body used when pushing and pulling.
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to observe rules when pulling and
pushing for own and others safety.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical impairments as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules for the sport at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phones and video clips of people pushing and
pulling. If your school has limited resources, use the locally available materials to teach.
Learning activities
a. Learner’s activity
Tell your friend the following:
i) Have you pushed something from one place to another? How did you push it?
b. Teacher’s activities
1. Ask the learners whether they have pushed something from one place to another?
Give them time to discuss, then ask a few learners to stand and say what they
discussed. As they discuss, it helps develop communication and collaboration
and critical thinking and problem solving. You can also have individual learners
stand and give their own answers to the rest of the class. By giving their peers a
chance to express their views, this helps develop self esteem and value of respect
among the learners.
2. Guide them to realise that the answers they give are what forms the rules to be
followed when pushing and pulling. You can then specify that they come up
with rules for pushing and pulling as they have done for the other activities they
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have played in the previous lessons. This can still be done in the groups, then
have individual learners stand and present their answers to the class. Guide their
discussions.
Some of the rules they could come up with include:
a. Learners should always be in full games kit including sports shoes when going
to play.
b. Learners should be aware of fellow learners with physical impairments and
assist them to be part of the class by participating in activities that they can
handle.
c. Learners should avoid unruly behaviour like ghting when in the eld.
d. Learners should not go to the eld without the teacher or facilitator.
e. Learners should not touch wounds or cuts that occur while playing in the eld.
They should instead notify the teacher about them as soon as they happen.
f. Learners should ensure they stretch before pushing and pulling to get t and
avoid injuries.
g. Learners should use the play items correctly when in the eld and should store
them well once they are through with them.
h. There are many other rules that the learners can come up with in regards to
pushing and pulling. Ensure they are relevant.
3. Guide learners to understand the importance of the rules. They also need to follow
all the rules when they are playing for their own security and safety and that of
their fellow learners.
4. As the learners think about the rules to be followed, this enhances critical
thinking and problem solving as well as creativity and imagination among
the learners. As they respond, this enhances communication and collaboration.
Knowledge about what to do in case of an accident while playing in the eld
leads to development of health education. As the learners work together, this
helps develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity.
Conclusion
At the end of the lesson, have the learner change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Ask learners to write down the rules they learnt. They should then put them up in a place
where they can easily refer to them every time.
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Lesson 3 and 4
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform pushing and pulling in
different ways for coordination and strength.
Background information for the teacher
Get to know the learners who may be having physical impairments as well as any other
special needs. This will help you plan yourself in advance and get the necessary resources
for them. This will also help you plan the activities to teach in a way that incorporates all
the learners in the lesson. Ensure that where the learners will play is safe and the eld is
properly marked. Ensure that all the equipment and resources needed for the lesson are
available. Ensure also that the learners are in correct games kit and obey the rules for the
sport at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phones and video clips of people pushing and
pulling. If your school has limited resources, use the locally available materials to teach.
Learning activities
a. Learner’s activity
Look at the following illustrations. Tell your friend what is happening in the
illustrations.
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b. Teacher’s activities
1. Ask learners to look at the illustrations given. Provide the illustrations
above to the learners as well as tactile illustrations for the visually impaired
learners. The learners can discuss in pairs then have a few learners present
their answers to the class.
2. Ask that they also name the activities happening in the illustrations. Guide
accordingly.
3. Ask learners if they can do what the learners in the pictures are doing. Ask
some of the learners to imitate the pulling and pushing as shown. Guide
them accordingly. As they imitate the learners, it helps develop creativity
and imagination.
4. Ask the learners to say the difference between pulling and pushing. Accept
reasonable answers. Guide learners to know that in pushing, you use force
to move something away from you, while in pulling, you draw something
towards yourself. Demonstrate with simple classroom things or things in the
eld. Ensure that as you question the learners and that they are able to tell
what pushing is or what pulling is.
5. You can ask the learners to push different things as well as pull others from
one point to the next, according to their abilities. Check what they do and
guide them accordingly.
6. Ask the learners to be in groups of 4. They should then hold onto a rope,
two on each end. They should then pull each other. Ask them to change
sides after some time. This way, all the learners will have participated in
pulling.
7. In the same way, ask the learners to pair up. Ask them to push each other
forward. Ensure they do it correctly such that the learner actually moves
from one place to the next. Ask them exchange sides after a given distance.
Guide accordingly.
8. As for the physically impaired learners, incorporate them to participate in
pushing and pulling in a way that they are comfortable with and that causes
them no harm or ridicule. As for the special needs learners such as the slow
learners, give them more time to push and pull the items and each other till
they can develop their strength. As for the fast learners, you can give them
longer distances to push and pull towards so they do not disturb the rest of
the learners. Guide and correct accordingly.
9. Help learners be aware of the fact that as they push and pull, they build their
muscle strength as well as muscle coordination. Ensure they attain this skill.
10. As the learners to pull and push in the directions given, this helps them
develop creativity and imagination, communication and collaboration
as well as critical, thinking and problem solving. When they push and
pull with success, they also develop self efcacy as well as learning to learn
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as they do not forget what they have done. As learners work together, they
develop social cohesion and citizenship. Responding to the instructions
also help develop communication and collaboration.
11. As the workers pull and push each other and together, it helps develop
values such as integrity, respect, responsibility, unity, love and peace
among the learners.
Conclusion
At the end of the lesson, have the learner change into their school uniforms and go back
to class. If there are any resources that were used, ask the learners to help put them back in
store safely.
Assessment
Ask the learners to pull and push different items in the class or the eld according to their
abilities. Challenge and encourage them to do this to help build their muscles and body
strengths and coordination.
Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform pushing and pulling in
different ways for endurance.
Background information for the teacher
Group learners into small manageable groups and monitor the activity of each group keenly.
Identify the number of learners in the class with special needs so as to prepare yourself on
how to handle them. Ensure all the equipment needed for the lesson are available and well-
functioning.Suggested learning resources
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phones and video clips of people pushing and
pulling. If your school has limited resources, use the locally available materials to teach.
Carry the emergency kit in case of any accidents.
Learning activities
a. Learner’s activity
Tell your friend if there are other ways that you can push or pull something.
b. Teacher’s activities
1. Give learners time to discuss the different ways that they can push or pull something.
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Ask a few learners to stand and say what they discussed. As they discuss, it helps develop
communication and collaboration, critical thinking and problem solving among
the learners. You can also have individual learners stand and give their own answers to
the rest of the class. By giving their peers a chance to express their views, this helps
develop self-esteem and the value of respect among the learners.
2. From their responses, they might have mentioned pulling and pushing to the right or
the left or in a way that makes different shapes. Encourage the different responses and
guide the discussion accordingly.
3. Have the learners to push and pull the ropes or bean bags or balls in the ways they
suggested. If a group said pushing and pulling to the left and to the right, ensure they
do this and do it well. Check and guide accordingly.
4. If the learners only suggested they push and pull in one particular way, you can add
more ways such as pulling or pushing in a circular manner or in a zigzag manner. Check
what they do and guide them accordingly.
5. As for the physically impaired learners, incorporate them to participate in pushing
and pulling in a way that they are comfortable with and that causes them no harm or
ridicule. As for the special needs learners such as the slow learners, give them more
time to participate in pushing and pulling so as to be able to build their endurance.
As for the fast learners, you can give them longer distances to push and pull as well as
other directions so they do not disturb the rest of the learners. Guide and correct them
accordingly.
6. Help the learners to be aware of the fact that the more they practice pushing and
pulling, the more they develop endurance. Be sure to check what they do and guide
accordingly.
7. As the learners pull and push in the directions given, this helps them develop creativity
and imagination, communication and collaboration as well as critical, thinking
and problem solving skills. When they gain the endurance to work, it also develops
self efcacy as well as learning to learn as they do not forget what they have done.
As learners work together, this helps develop social cohesion and citizenship.
Responding to the instructions also helps develop communication and collaboration.
8. As the workers pull and push each other and together, it helps develop values such as
integrity, respect, responsibility, unity, love and peace among the learners.
Conclusion
At the end of the lesson, have the learner change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Encourage the learners to pull and push heavier items for longer distances so as to build
their strengths, coordination and endurance by the end of the lesson.
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Lesson 6
Time: 30 minutes
Lesson outcome
By the end of the lesson the learner should be able to practise pulling and pushing for
strength and coordination.
Background information for the teacher
Group learners into small manageable groups and monitor the activity of each group keenly.
Identify the number of learners in the class with special needs so as to prepare yourself
on how to handle them. Ensure all the equipment needed for the lesson are available and
well-functioning.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phones and video clips of people pushing and
pulling. If your school has limited resources, use the locally available materials to teach.
Ensure you carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Tell your friend the following:
Is it easier to pull and push to the front and back or to the sides?
b. Teacher’s activities
1. Have as many learners as possible give their views on the ease of pulling and pushing
to the front and back or to the side. They will have different responses according
to what they feel is easier for them. As they give their responses, this helps them
to develop communication and collaboration as well as critical thinking and
problem solving skills.
2. Ask the learners to all push and pull ve times to the front. Check that they do it
correctly. Be sure to give the special ability learners such as the slow learners more
time to complete the task.
3. Ask them to push and pull 5 times to the back. Check and guide them accordingly.
4. Do the same for pushing and pulling to the right and to the left. Check their progress.
5. As the learners push and pull, it helps develop their creativity and imagination as
well as social cohesion as they work together.
6. Ask the learners to practise pulling and pushing to the different sides with different
speeds. For instance, you can ask that they pull a chair to the right slowly, then to the
left fast and to the front faster. Check that they do this correctly and still maintain
their safety. They can do this two times to ensure mastery of the skill.
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7. Ask them to do the same, push different items to the different sides in the same
speeds, that is slow, fast and faster. Check what they do and guide accordingly.
8. You can then have the learners in mixed ability groups of four, where they compete
in doing the same. One learner from each group can pull one item to the left slowly,
then another learner from each group can push it fast to the opposite direction.
This exercise will help you note learners who may be having issues with pushing and
pulling and you can address the issues immediately.
9. As the learners work in groups, this helps develop their communication and
collaboration skills as well as their critical thinking and problem solving
competence. Working in groups helps to facilitate social cohesion as well as the
values of unity, responsibility, integrity, love and peace.
10. When they are able to perform the pulling and pushing combinations well, they
develop a feeling of self efcacy as well as learning to learn since they will not
forget what they have done.
Conclusion
At the end of the lesson, ask the learners to change into their school uniforms and go back
to class. If there are any resources that were used, help the learners to help you put them
back to where they will be safely stored.
Assessment
Encourage the learners to practice pulling and pushing in the following ways, both slowly
and fast:
1. In a zigzag manner
2. In a straight line
3. In a circular manner
Be sure to check what they do and guide accordingly.
Lesson 7
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to practise pulling and pushing for
balance and self-esteem.
Background information for the teacher
Assemble all the learning resources before commencing the lesson. Get to know the
learners who may be having physical disabilities and other special needs. This will help you
in planning learning activities in advance and getting the necessary resources for them.
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Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phones and video clips of people pushing and
pulling. If your school has limited resources, use the locally available materials to teach.
Ensure you carry the emergency kit in case of any accidents.
Learning activities
a. Learner’s activity
Tell the class why pulling and pushing is important.
b. Teacher’s activities
1. Ask as many learners as possible to give their views on the importance of pulling
and pushing. They will have different responses according to what they feel is easier
for them. As they give their responses, this helps develop communication and
collaboration as well as critical thinking and problem solving skills.
2. Encourage the learners to give accurate answers that revolve around the importance
of being able to push and pull. Some reasons include being able to build muscle
strength and coordination.
3. Ask the learners to review what they learnt earlier. Ask them to push something to
the front slowly, then fast to the back, then pull the same item slowly to the left and
fast to the right. Ensure they can do this correctly.
4. Ask the learners to make different shapes as they pull and push and check how well
they do this. For instance, they can pull the ropes in a zigzag manner, then push a
ball in a circular manner.
5. Ask them to push an item in a zigzag manner slowly, then pull it fast in the same
zigzag manner. Check as the learners do this and ensure they can do it correctly.
6. The learners can be challenged to do different pathways and achieve the required
balance. Achieving pushing and pulling the required speeds boosts the learners self
esteem as they feel good that that they have accomplished something.
7. As for the physically impaired learners, incorporate them to participate in pushing
and pulling in a way that they are comfortable with and that causes them no harm or
ridicule. As for the special needs learners such as the slow learners, give them more
time to participate in pushing and pulling so as to be able to build their endurance.
As for the fast learners, you can give them longer distances to push and pull as well
as other directions so they do not disturb the rest of the learners. Guide and correct
them accordingly.
8. As the learners work in groups, this helps to develop their communication and
collaboration skills as well as their critical thinking and problem solving
competence. Working in groups helps to facilitate social cohesion as well as the
values of unity, responsibility, integrity, love and peace.
9. When learners perform the pulling and pushing combinations well, they develop a
feeling of self efcacy as well as learning to learn.
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Conclusion
After the lesson, ask the learners to change back into their school uniforms and go back to
class. If there are any resources that were used, have the learners help you put them back to
where they will be stored safely.
Assessment
Encourage the learners to practice pulling and pushing even after the lesson. This will lead
to excellence.
Lesson 8
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to establish relationships through
pulling and pushing for creativity.
Background information for the teacher
Group learners into small manageable groups and monitor the activity of each group keenly.
Identify the number of learners in the class with special needs so as to prepare yourself
on how to handle them. Ensure all the equipment needed for the lesson are available and
well-functioning.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phones and video clips of people pushing and
pulling. If your school has limited resources, use the locally available materials to teach.
Carry the emergency kit in case of any accidents.
Learning activities
a. Learner’s activity
Tell your friend some instances where pushing and pulling is used.
b. Teacher’s activities
1. Ask as many learners as possible to cite some instances where pushing and pulling
is used. They will have different responses according to what they have seen
happening. As they give their responses, this helps develop communication and
collaboration as well as critical thinking and problem solving teaching.
2. Instances include pushing heavy things from one place to another, pushing people
in wheelchairs or in beds from one place to the next, pulling suitcases when one
is travelling, among many other situations. Encourage creativity from the learners.
The answers may vary depending on the learner’s experiences.
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3. Ask the learners to review what they learnt earlier, where they pushed and pulled as
they made different shapes. Check that they do these moves correctly.
4. Ask that they come up with ways in their groups to push and pull together. You can
ask that they come up with scenarios where they need to push and pull. Encourage
that they be as creative as possible when coming up with the scenarios and that they
actually pull and push together. Remind the learners to recall the rules learnt and to
observe them as they play. Guide them accordingly.
5. As the learners work and play in groups, they develop their communication and
collaboration skills as well as their critical thinking and problem solving skills
competence. Working in groups helps to facilitate social cohesion as well as the
values of responsibility, unity, integrity, love and peace.
6. When learners are able to perform the pulling and pushing combinations well, they
develop a feeling of self efcacy as well as learning to learn as they will not forget
what they have done.
Conclusion
At the end of the lesson, ask the learners to change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be safely stored.
Assessment
Encourage the learners to ensure they practise pushing and pulling together. Guide accordingly.
Lesson 9 and 10
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to appreciate pulling and pushing for
strength, endurance and self-awareness.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules for the sport at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phones and video clips of people pushing and
pulling. If your school has limited resources, use the locally available materials to teach.
Ensure you have the emergency kit incase of any accidents.
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Learning activities
a. Learner’s activity
Tell your friend what is much easier to do: push or pull.
b. Teacher’s activities
1. From the responses, ask the learners what would happen if they did not have the
other non-locomotor skill, that is if they could not push or pull items. They can also
discuss this then give their responses. As they discuss and present their responses,
this helps develop then communication and collaboration as well as critical
thinking and problem solving. Coming up with what to do instead of pushing
and pulling helps develop creativity and imagination.
2. Ask the learners reasons why they came up with the responses above. Encourage
as many learners as possible to stand and give their responses, which will help them
develop self-esteem as well as communication and collaboration.
3. Ask as many learners as possible to give their views of the question posed above.
They will have different responses according to what they feel is easier for them.
This helps develop communication and collaboration as well as critical thinking
and problem solving skills.
4. You could also ask the learners to carry heavy things instead of pushing or pulling
them. However, ensure they are safe even as they do this. This is for the safety and
security of the learners as they play.
5. From the activity, the learners will appreciate the importance of pushing or pulling.
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6. Encourage that they practise pushing and pulling in different directions and to make
sure they do the right skill at the right time.
7. As the learners work in groups, this helps to develop their communication and
collaboration skills as well as their critical thinking and problem solving
competence. Working in groups helps to facilitate social cohesion as well as the
values of unity, responsibility, respect, integrity and peace.
Conclusion
After the lesson, ask the learner change back into their school uniforms and go back to
class. If there are any resources that were used, ask them to put them back to where they
will be safely stored.
Assessment
Encourage the learners to practice pulling and pushing in different levels, that is low, medium
and high. Check as they perform and guide accordingly.
Lesson 11 and 12
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to play games for enjoyment, collaboration
and peaceful co-existence.
Background information for the teacher
Get to know the learners who may be having physical disabilities as well as any other special
needs. This will help you plan yourself in advance and get the necessary resources for them.
This will also help you plan the activities to teach in a way that incorporates all the learners
in the lesson. Ensure that where the learners will play is safe and the eld is properly marked.
Ensure that all the equipment and resources needed for the lesson are available. Ensure also
that the learners are in correct games kit and obey the rules for the sport at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computer and mobile phones and video clips of people pushing and
pulling. If your school has limited resources, use the locally available materials to teach.
Carry anemergency kit in case of accidents.
Learning activities
a. Learner’s activity
Tell your friend some games that involve pushing and pulling.
b. Teacher’s activities
1. Ask the learners to discuss some games that involve pushing and pulling. Have a few
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learners give their responses. As they discuss, it helps develop communication and
collaboration as well as critical thinking and problem solving skills. Working
together also helps develop social cohesion and citizenship.
2. Ask the learners to name some games that they can play while pushing and pulling.
The answers need to show an interconnection between pulling and pushing and
various games. Accept any other relevant answers.
3. As the learners think through the games, this helps develop their critical thinking
and problem solving. It also helps to develop the values of unity, responsibility
and peace.
4. Ask the learners to play some of the games they have suggested. Be sure to observe
and guide accordingly. Each group of four can play a game that incorporates pushing
and pulling and present it to the rest of the learners.
5. Ensure you incorporate the physically impaired learners into the class activities.
Ensure they participate to the best of their ability and in a way that does not cause
them harm or ridicule.
6. If a learner suggests a game that the rest of the learners are not aware of, you can
ask that they demonstrate it to the class and the class imitates. This will help develop
self-esteem among the learners when they see their peers listen to them and imitate
their actions. It will also develop creativity and imagination among them as they
will want to have a new game to demonstrate. Ensure the learners recall the need
for maintaining safety as they play, which will enhance safety and security. Insist
on the need to report any cuts or wounds that they get while in the eld. Explain
the dangers of doing this, including contracting HIV and AIDS if they do this. This
will be promoting health education.
7. Playing the games helps promote creativity and imagination, communication
and collaboration as well as critical thinking. It also develops social cohesion
and citizenship as the learners learn to work together, and the values of unity,
respect, peace and responsibility.
Conclusion
At the end of the lesson, ask the learner to change back into their school uniforms and go
back to class. If there are any resources that were used, ask them to put them back to where
they will be safely stored.
Assessment
Ask the learners to respond and give the importance of playing games that incorporate
pushing and pulling.
End of sub-strand
Suggested community service learning activities to support learning through application
Learners to perform tug-of-war during the school’s sports day.
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Suggested non-formal activities to support learning
Learners to collaborate with others and play games that involve pushing and pulling.
Suggested assessment
Oral questions and practical assessment.
Sub-strand 2.2 Non-locomotor skills: Turning
Suggested lessons: 3 lessons
Specic learning outcomes
By the end of the sub-strand the learner should be able to:
a. Watch a video clip of animals playing and turning for digital literacy.
b. Perform turning in different ways for agility and self-awareness.
c. Practice turning in different ways for agility and space awareness.
d. Establish relationships through turning for creativity.
e. Appreciate turning for agility and self-awareness.
f. Play games for enjoyment, collaboration and peaceful co-existence.
g. Observe rules when playing games for own and others safety.
Key inquiry questions
1. Which parts of the body is touching the ground when you lie on the ground and face up?
2. Name parts of the body that you can turn.
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
basic movement skills:
1. Citizenship
2. Self-Efcacy
3. Digital literacy
4. Learning to learn
5. Creativity and imagination
6. Communication and collaboration
7. Critical thinking and problem solving
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Link to PCIs:
1. ESD: DRR: Observing safety and security when playing games.
2. Citizenship: Through cohesion, the learners learn to collaborate when playing
games.
3. Learner Support Program: Enhanced through games that involve turning skills.
4. Health Education: HIV and AIDS: When wounds and cuts occur while playing
games report to the teacher do not handle
5. Life Skills: self-esteem: self–awareness enhanced knowing myself and knowing the
parts of the body involved in performing physical activities.
Link to values: Exhibit responsible behaviour that respects self and others during
movement physical activities by displaying such values as integrity, respect, responsibility,
unity, peace and love.
Links to other learning areas
1. English activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematic activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip of animals playing
and turning for digital literacy.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested learning resources.
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computers and mobile phones and video clips of video clip of animals
turning for example the donkeys, dogs, cats and lions. If your school has limited resources,
use the locally available materials to teach.
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Learning activities
a. Learner’s activity
Have you watched a video of animals? What were they doing?
b. Teacher activities
1. Ask the learners if they have watched a video of animals. Give them time to discuss,
then ask a few learners to stand and say what they discussed.
2. As they discuss, it helps develop communication and collaboration and critical
thinking and problem solving among the learners well as learning to learn.
From the answers given, you will be able to know how much exposure the learners
have to the digital devices. This will help you plan your lesson accordingly.
3. By giving their peers a chance to express their views, this helps develop self-esteem
and the value of respect among the learners.
4. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
5. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that
they helped and the devices got to work.
6. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual impairments, you can have the clip in audio so they can follow
the proceedings as the rest of the learners watch. If there are learners with hearing
impairments, have the clip with subtitles so they can follow what is happening. Be
sure you are there to assist where need be.
7. Let learners ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, it helps
develop critical thinking and problem solving as well as communication and
collaboration among the learners. Working together also helps develop citizenship
as well as social cohesion.
8. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that show different animals
turning. The animals can be a dog, donkey, cat and even a lion.
9. The learners, in their groups can also, discuss the most interesting part of the video
clip they have watched and explain why they found it interesting. You can have one
of the learners stand and present what was discussed in the group. Ensure as many
learners as possible stand and present to the class before the end of the lesson.
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This helps develop creativity and imagination as well as communication and
collaboration.
10. Watching the clip helps develop digital literacy among the learner as they get
to deal with technology adequately. As they respond to what they have seen, this
helps develop communication and collaboration, critical thinking and problem
solving as well as creativity and imagination. As the learners work together,
it fosters social cohesion and citizenship as well as values such as respect,
responsibility, unity and peace.
Conclusion
Ask the learners to assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form before they started to watch the video and pick any
litter they may have thrown around. They can then go back to the class.
Assessment
Ask the learners in groups to identify which animal turning they enjoyed most. Ask them to
explain say why this is so.
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to:
I. Perform turning in different ways for agility and self-awareness;
II. Practise turning in different ways for agility and space awareness;
III.Appreciate turning for agility and self-awareness.
Background information for the teacher
Ensure all the equipment you need for the lesson are in place. Get to know the learners
who may be physically disabled as well as those with other special needs. This will help you
plan to get the necessary resources for them and prepare learning activities that incorporate
all the learners.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computers and mobile phones and video clips of video clip of animals
turning for example the donkeys, dogs, cats and lions. If your school has limited resources,
use the locally available materials to teach.
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Learning activities
a. Learner’s activity
1. Look at the following illustration.
2. Talk about what is happening in the illustration.
b. Teacher’s activities
1. Ask the learners to look at the illustrations presented above. Ensure you
provide the pictures to the learners and a tactile version if there are visually
impaired learners. This will help them also be part of the class discussions.
2. Ask the learners to say what is happening in the illustrations presented.
Have them discuss in pairs, then choose learners to stand and say what
they discussed. Have them say what the different animals shown in the
illustrations are and what they are doing. Guide accordingly.
3. Guide them to realise that the illustrations show different animals turning in
different ways.
4. Ask the learners to try to imitate the moves shown in the illustrations. They
can try each, starting with the simplest, where the learner is turning the
head, to the one where the dog is on its back and rolling to the front.
5. Ask as many learners as possible to perform the turns as shown in the
illustrations. Encourage creativity among the learners and ask that they
teach each other the moves. As they do this, it helps develop creativity
and imagination, critical thinking and problem solving as well as
communication and collaboration.
6. Ask the learners to turn to the right and left. This can rst just be the head
moving to the direction shown. Guide and correct them accordingly.
7. Next ask that they move the whole body, but progressively. They can rst
make a quarter turn to one side, then turn the body in a half turn, then nally
make a complete turn. You can ask learners who can to perform the turns as
shown, then the rest of the learners to imitate as shown. If they cannot, you
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can demonstrate then have the learners copy what you did. They can then
do the turns on their own to show mastery and understanding. Check that
they turn the whole body to the direction given. Guide them accordingly.
8. As for the physically impaired learners, incorporate them to participate in
turning as instructed in a way that they are comfortable with and that causes
them no harm or ridicule. As for the special needs learners such as the slow
learners, give them more time to turn till they can develop competence. As
for the fast learners, you can ask that they make the complete turns in the
opposite direction if they complete before the rest of the learners. This
way they do not disturb the rest of the learners. Guide and correct them
accordingly.
9. Ask the learners why they think turning as a skill is important. They can
discuss in their groups how turning helps, then choose a learner from the
groups to present their answers. Guide the discussion accordingly.
10. As they think about the sides to turn to as well as the importance, this helps
develop their critical thinking and problem solving competence. Talking
in pairs, with their friends as well as answering questions helps to develop
communication and collaboration as well as critical thinking and
problem solving. As the learners work together to discuss as well as to turn
towards each other, this helps develop social cohesion and citizenship.
Learners working together also helps develop values such as unity, respect,
responsibility, integrity, love and peace among the learners.
Conclusion
At the end of the lesson, ask the learners to change back into their school uniforms and go
back to class. If there are any resources that were used, ask them to put them back to where
they will be safely stored.
Assessment
1. Ask the learners to write down instance where turning helps.
2. Ask the learners to practise in their own time turning as they did during the lesson.
3. Ask the learners to draw the body and show the parts that are used with turning.
Check their work and guide accordingly.
Lesson 3
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to:
1. Establish relationships through turning for creativity.
2. Play games for enjoyment, collaboration and peaceful coexistence.
3. Observe rules when playing games for own and others safety.
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Background information for the teacher
Get to know the learners who may be having physical impairments as well as any other
special needs. This will help you plan yourself in advance and get the necessary resources
for them. This will also help you plan the activities to teach in a way that incorporates all
the learners in the lesson. Ensure that where the learners will play is safe and the eld is
properly marked. Ensure that all the equipment and resources needed for the lesson are
available. Ensure also that the learners are in correct games kit and obey the rules for the
sport at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as the computers and mobile phones and video clips of video clip of animals
turning for example the donkeys, dogs, cats and lions. If your school has limited resources,
use the locally available materials to teach. Carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Look at the illustration below. What can you see?
b. Teacher’s activities
1. Ask learners to look at the picture. Provide the picture to the learners and if
there are any visually impaired learners, provide tactile illustrations for them so
they can also participate in the discussion.
2. Ask the learners to say what they can see in the illustration. They can discuss in
pairs, then chose some learners to give their responses. As they discuss, it helps
develop their communication and collaboration as well as critical thinking
and problem solving.
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3. You can ask the learners to greet each other as shown in the illustration. After
they are done doing this, ask them to say what direction they turned to. Guide
them to realise that even greeting someone requires turning, which is also an
importance of turning.
4. Next, ask the learners to say some games that they can play that involve turning.
Give them some time to discuss in pairs, then have a learners present the
responses to the rest of the class. Guide accordingly to ensure the games actually
involve turning.
5. Ask the learners to play some of the games they have suggested. Observe and
guide accordingly. In groups of four, let them play a game that incorporates
turning and present it to the rest of the learners.
6. Ensure you incorporate the physically impaired learners into the class activities.
Ensure they participate to the best of their ability and in a way that does not
cause them harm or ridicule.
7. If a learner suggests a game that the rest of the learners are not aware of, you
can ask that they demonstrate it to the class and the class imitates. This will help
develop self-esteem among the learners when they see their peers listen to
them and imitate their actions. It will also develop creativity and imagination
among the learners as they will want to have a new game to demonstrate. Ensure
that the learners recall the need for maintaining safety as they play, which will
enhance safety and security. Insist on the need to report any cuts or wounds
that they or the rest of the learners get while in the eld. Explain the dangers of
not doing this, including contracting HIV and AIDS if they do this. This will be
promoting health education.
8. Ask the learners to give some of the rules they think need to be followed to
ensure they can play effectively while turning. Have individual learners give their
responses. Be sure to give a chance to as many learners as possible to stand and
give their responses. Guide accordingly.
Some of the rules they could come up with include:
a. Learners should always be in full games kit including sport shoes.
b. Learners should be aware of those with physical impairments and assist
them to be part of the class by participating in activities that they can handle.
c. Learners should be aware of their surroundings even as they turn so as not
hit other learners around them.
d. Learners should avoid unruly behaviour like ghting when in the eld.
e. Learners should not go to the eld without the teacher or facilitator.
f. Learners should not touch wounds or cuts that occur while playing in the
eld. They should instead notify the teacher about them.
g. Learners should ensure they stretch before playing the games to avoid
injuring their muscles.
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h. Learners should use the play items correctly when in the eld, and should
store them well once they are through using them.
i. There are many other rules that the learners can come up with in regards to
turning. Ensure they are relevant.
9. Guide learners to understand the importance of the rules. They also need to
follow all the rules when they are playing for their own security and safety and
that of their fellow learners. Learners discussing about health and its importance
leads to the development of health education.
10. Playing the games helps develop creativity and imagination, communication
and collaboration as well as critical thinking and problem solving. It also
develops social cohesion and citizenship as the learners work together, and
the values of unity, respect, integrity, love, peace and responsibility.
Conclusion
At the end of the lesson, ask the learners to change back into their school uniforms and go
back to class. If there are any resources that were used, ask them to put them back to where
they will be safely stored.
Assessment
1. Ask the learners to write the rules for turning somewhere where they can refer to
them often.
2. Ask the learners to play more games that incorporate turning. Encourage them to
be as creative as possible.
End of sub-strand
Suggested community service learning activity to support learning through application
Learners can perform and dance during the school opening day.
Suggested non-formal physical activity to support learning through application
Learners to visit a home for the elderly and entertain them with a dance.
Suggested assessment
Oral questions and practical assessment.
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Sub-strand 3.1 Manipulative skills: Kicking
Number of lessons: 12 lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
h. Name the parts of the body that are in use when kicking for body awareness.
i. Watch a video clip on a game of soccer and observe kicking for digital literacy.
j. Perform kicking in different ways for strength, coordination, endurance, balance
and space awareness.
k. Practise kicking in different ways for strength, coordination, endurance, balance
and for excellence.
l. Establish relationships through kicking for critical thinking and problem solving.
m. Appreciate kicking for strength, coordination, balance and self-esteem.
n. Make appropriate play items for creativity and imagination.
o. Play games for enjoyment, collaboration and peaceful coexistence.
p. Observe rules when playing games for own and others safety.
Key inquiry questions
1. Name some of the items that are safe to kick.
2. Which parts of the body are used in kicking?
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
basic movement skills:
1. Citizenship
2. Digital literacy
3. Self-efcacy
4. Learning to learn
5. Creativity and imagination
6. Communication and collaboration
7. Critical thinking and problem solving
Link to PCIs
1. ESD: DRR: Observing safety and security when playing games.
2. Citizenship: Through cohesion, the learners learn to collaborate when playing
games.
3. Learner Support Program: Enhanced through games that involve turning skills.
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4. Health Education: HIV and AIDS: When wounds and cuts occur while playing
games report to the teacher and do not handle them.
5. Life Skills: Self-esteem: Self–awareness enhanced knowing myself and knowing
the parts of the body involved in performing physical activities.
Link to values: Exhibit responsible behaviour that respects self and others during move-
ment physical activities by displaying such values as integrity, respect, responsibility, peace,
love and unity.
Links to other learning areas
I. Languages activities
II. Hygiene and Nutrition activities
III.Environmental activities
IV Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to name parts of the body that are in
use when kicking for body awareness.
Background information for the teacher
Assemble all the learning resources before commencing the lesson. Get to know the
learners who may be having physical disabilities and other special needs. This will help
you in planning learning activities in advance and getting the necessary resources for
them.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of people kicking the ball into
different directions. If your school has limited resources, use the locally available materials
to teach.
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Learning activities
a. Learner’s activity
I. Look at the picture below.
2. Tell your friend what is happening in the picture.
b. Teacher’s activities
1. Introduce the lesson by having learners look at the illustration above. You should
provide the illustration to the learners. For the visually impaired learners, have a tactile
illustration so they can feel it and also participate in the class discussion.
2. Ask the learners to say what they can see in the illustration. They should name the
activity happening. Guide accordingly.
3. Ask learners how many have participated in kicking as shown in the illustration. Ask
them to demonstrate how they kick. Have as many learners as possible demonstrate.
If none has, demonstrate and ask the learners to imitate what you did. Guide
accordingly.
4. Ask the learners to say what parts of the body they used while kicking. Helps the
learners to know that the parts of the body used for kicking are mostly the legs and
the hands for balance.
5. As they think and discuss what parts of the body are used when kicking, this helps
develop critical thinking and problem solving skills. Discussing with each other
helps develop communication and collaboration as well as social cohesion and
citizenship. As the learners also teach the rest about kicking, it helps develop self
efcacy as well as learning to learn. This also develops self-esteem in the learners
as their peers follow their instructions.
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6. As learners learn more about their bodies and the parts of the body involved in
kicking, they develop self-awareness, which is important for learners as they grow
up. This also helps develop self-esteem among the learners.
7. Participation in the class activities, helps learners develop values such as peace,
unity, integrity, respect and responsibility.
Conclusion
At the end of the lesson, ask the learners to change into their school uniform and go back
to class. Ask that they help put back the equipment used where they can be stored safely.
Assessment
Ask the learners to draw the different parts of the body used for kicking. The slow learners
can simply draw the particular parts while the fast learners can be asked to draw the whole
body and label the particular parts of the body used for kicking. Be sure to check their work
and guide accordingly.
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip on a game of
soccer and observe kicking for digital literacy.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in prepar-
ing the resources that those learners might need.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of people kicking the ball
into different directions. If your school has limited resources, use the locally available ma-
terials to teach. Carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Tell your friend to say one interesting thing that they have watched so far.
b. Teacher’s activities
1. Ask the learners to cite one interesting thing they have watched so far. Give them
time to discuss, then ask a few learners to stand and say what they discussed. As they
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discuss, it helps develop communication and collaboration and critical thinking
and problem solving among the learners well as learning to learn. From the
answers given, you will be able to know how much exposure the learners have to the
digital devices. This will help you plan your lesson accordingly.
2. By giving their peers a chance to express their views, they develop self-esteem and
the value of respect among the learners.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self-efcacy as the learners feel proud that
they helped and the devices got to work.
5. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual impairments, you can have the clip in audio so they can follow
the proceedings as the rest of the learners watch. If there are learners with hearing
impairments, have the clip with subtitles so they can follow what is happening. Be
sure you are there to assist where need be.
6. Ask learners to ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, it helps
develop critical thinking and problem solving as well as communication and
collaboration among the learners. Working together also helps develop citizenship
as well as social cohesion.
7. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that show soccer being played
or kicking happening. Combine the pictures in a way that develops knowledge as the
learners view them.
8. The learners can also, in their groups, discuss the most interesting part of the video
clip they have watched and explain why they found it interesting. You can have one
of the learners stand and present what was discussed in the group. Ensure as many
learners as possible stand and present to the class before the end of the lesson.
This helps develop creativity and imagination as well as communication and
collaboration.
9. Watching the clip helps develop digital literacy among the learner as they get to
deal with technology adequately. As they respond to what they have seen, this helps
develop communication and collaboration, critical thinking and problem
solving as well as creativity and imagination. As the learners work together,
it fosters social cohesion and citizenship as well as values such as respect,
responsibility, unity and peace.
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Conclusion
Ask the learners assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form before they started to watch the video and pick any
litter they may have thrown around. They can then go back to the class.
Assessment
Ask the learners in groups to perform one thing they learnt from the video clip they just
watched. Check what they do and ensure they are safe as they play.
Lesson 3
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to observe rules when playing
games for own and others safety.
Background information for the teacher
Get to know the learners who may be having physical impairments as well as any other
special needs. This will help you plan yourself in advance and get the necessary resources
for them. This will also help you plan the activities to teach in a way that incorporates all
the learners in the lesson. Ensure that where the learners will play is safe and the eld is
properly marked. Ensure that all the equipment and resources needed for the lesson are
available. Ensure also that the learners are in correct games kit and obey the rules of the
game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of people kicking the ball
into different directions. If your school has limited resources, use the locally available ma-
terials to teach. Carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Tell your friend some of the things that you should do when going out to the
eld to play.
b. Teacher’s activities
1. Ask learners what they should do when going to the eld. Give them time to
discuss, then ask a few learners to stand and say what they discussed. Discussion,
it helps them develop communication and collaboration and critical thinking
and problem solving skills among the learners. By giving their peers a chance
106
to express their views, they develop self-esteem and learn the value of respect
among the learners.
2. Guide them to realise that the answers they give are what forms the rules to be
followed when playing any game. Ask them to narrow the answers down to the
rules to be followed when kicking. This can still be done in the groups, then
have individual learners stand and present their answers to the class. Guide their
discussions.
Some of the rules they could come up with include:
a. Learners should always be in full games kit including sport shoes.
b. Learners should be aware of learners with physical disabilities and assist them to
be part of the class by participating in activities that they can handle.
c. Learners should avoid unruly behaviour like ghting when in the eld.
d. Learners should not go to the eld without the teacher or facilitator.
e. Learners should not touch wounds or cuts that occur while playing in the eld.
They should instead notify the teacher about them.
f. Learners should ensure they stretch before kicking to avoid injuring their muscles.
g. Learners should use the play items correctly when in the eld, and should store
them well once they are through using them.
h. There are many other rules that the learners can come up with in regards to
kicking. Ensure they are relevant.
3. Guide learners to understand the importance of the rules. They also need to follow
all the rules when they are playing for their own security and safety and that of
their fellow learners.
4. As the learners think about the rules to be followed, this enhances critical
thinking and problem solving as well as creativity and imagination among
the learners. As they respond, this enhances communication and collaboration.
Knowledge about what to do in case of an accident while playing in the eld
leads to development of health education. As the learners work together, this
helps develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Ask learners to write down the rules they learnt. They should then put them up in a place
where they can easily refer to them every time.
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Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lesson: the learner should be able to perform kicking in different ways
for strength, coordination and endurance.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, balls, ropes,
digital devices such as computer and mobile phone and video clips of people kicking the
ball into different directions. If your school has limited resources, use the locally available
materials to teach. Remember to carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Look at the illustrations below. Tell your friend what you can see.
a
b
b. Teacher’s activities
1. Ask learners to look at the illustrations given. Provide the illustrations above
108
to the learners as well as tactile illustrations for the visually impaired learners.
The learners can discuss in pairs then have selected learners present their
answers to the class.
2. As the learners discuss in pairs, this helps develop communication and
collaboration. Thinking of the answers to present helps to develop critical
thinking and problem solving in the learners.
3. Ask learners if they can do what the learners in the pictures are doing.
You can ask some of the learners to imitate the kicking as shown. Guide
accordingly. As they imitate the learners, it helps develop creativity and
imagination.
4. Next, ask the learners to kick a ball towards you. Ask what direction they
are kicking towards. They need to understand it is to the front. Next, ask
the learners to kick away from you, in the opposite direction. Find out what
direction they this is. Guide them to know that it is forward and backwards.
5. Have as many learners as possible kick to the front and to the back. They
can kick individually or in pairs to each other. Check and guide accordingly.
They more they do this, it helps build their strength and coordination. You
can also give instructions, for example, where you ask that they kick 5 times
to the front and ve times to the back. As learners perfect this, this further
helps them develop strength and coordination.
6. As for the physically impaired learners, incorporate them to participate in
kicking in a way that they are comfortable with and that causes them no
harm or ridicule. As for the special needs learners such as the slow learners,
give them more time to participate in kicking till they can develop their
strength. As for the fast learners, you can ask them to kick more times, to
the front and the back, so they do not disturb the rest of the learners. Guide
and correct accordingly.
7. As the learners kick in the directions given, this helps them develop
creativity and imagination as well as self efcacy when build their
strength. As learners work together, this helps develop social cohesion
and citizenship. Responding to the instructions also helps develop
communication and collaboration.
8. As the learners play together, this helps develop values such as integrity,
respect, responsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Ask the learners to kick in a given number of times to the front and to the back. For
example, you can have the fast learners kick 10 times to the front and 10 times to the back
while the slow learners kick 5 times to the front and the back. Guide accordingly that they
have coordination as they kick.
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Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform kicking in different ways
for balance and space awareness.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical impairments as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of people kicking the ball into
different directions. If your school has limited resources, use the locally available materials
to teach. Carry the emergency kit in case of accidents
Learning activities
a. Learner’s activity
Kick a ball to your friend who is standing next to you. Ask them to kick it back
to you.
b. Teacher’s activities
1. Ask the learners to kick a ball to a friend. Ensure the learners kick to each other.
Ensure they are standing next to each other so they kick to the left and to the
right.
2. Ask the learners to say what direction they are kicking towards. They will be
stored safely able to point out that it is to the left and to the right.
3. Ask the learners to stand in groups of three in a straight horizontal line. Have
space between the learners. Have the learner in the middle kick towards one of
the friends. Ask them to say the direction they kicked. Ask them to also say what
the opposite direction is. Guide them to know that the sides are to the right and
to the left.
4. As they think about the sides, they develop their critical thinking and prob-
lem solving. Talking in pairs, with their friends as well as answering questions
helps to develop communicat ion and collaboration. As the learners work
together to discuss as well as to kick towards each other, this helps develop
social cohesion. It also develops unity, respect and peace as values among
the learners.
110
5. Have the learners kick to the left and right a number of times, for example they
can kick 5 times to each other on either side. This will further help to develop
space awareness as they identify there is a space between them and the person
standing to their right and to the left.
6. As for the physically disabled learners, incorporate them to participate in
kicking in a way that they are comfortable with and that causes them no harm
or ridicule. As for the special needs learners such as the slow learners, give them
more time to participate in kicking till they can develop their strength. As for
the fast learners, you can ask them to kick more times, to the front and the back,
so they do not disturb the rest of the learners. Guide and correct accordingly.
7. As the learners kick in the directions given, this helps them develop creativity and
imagination as well as self efcacy when they develop better balance. As learners
work together, this helps develop social cohesion and citizenship. Responding
to the instructions also helps develop communication and collaboration.
8. As the learners play together, this helps develop values such as integrity,
respect, responsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners to practise kicking to each other to the left and right to further develop
their balance.
The learners should perform both kicking to the front and back as well as to the sides to
develop their strength, coordination, endurance balance and space awareness. Ensure this is
done correctly. Guide and correct accordingly.
Lesson 6 and 7
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to practise kicking in different ways
for strength, coordination, endurance, balance and for excellence.
Background information for the teacher
Ensure all the equipment you need for the lesson are in place. Get to know the learners who
may be physically disabled as well as those with other special needs. This will help you plan
to get the necessary resources for them and prepare learning activities that incorporate all
the learners.
111
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of people kicking the ball
into different directions. If your school has limited resources, use the locally available
materials to teach.
Learning activities
a. Learner’s activity
Is it easier to kick to the front and back or to the sides?
b. Teacher’s activities
1. Ask as many learners to describe how easy it is to kick to the front or to the sides .
They will have different responses according to what they feel is easier for them. As
they give their responses, this helps develop communication and collaboration as
well as critical thinking and problem solving.
2. Ask the learners to practise what they have done in the previous lessons, kicking
to the front, the back and sideways. They can do this in pairs rst then in small
groups of four. As they do this, check that they have acquired the skill. Next, ask the
learners to kick the ball to each other in a circular manner. They can discuss how this
will be done rst before they start playing. Check and guide accordingly.
3. As the learners kick, it helps develop their creativity and imagination as well as
social cohesion and citizenship as they have to work together.
4. You can then have the learners in multi ability groups of four learners. You can
have a learner from each group compete to gain strength, endurance, coordination,
balance and excellence. For example, you can have the rst group kick 3 times to
the front, 4 to the left, 4 to the right and 5 times to the back. This combination of
moves will help the learners practise kicking and will help them gain excellence. It
will also help you as the teacher nd out the directions the learners have a problem
with to be able to help them accordingly. Ensure the different special ability learners
also participate in the activities depending on their ability. You can also ask that they
kick to each other in a circular manner ensure they do this correctly.
5. As for the physically disabled learners, incorporate them to participate in kicking
in a way that they are comfortable with and that causes them no harm or ridicule.
As for the special needs learners such as the slow learners, give them more time to
participate in kicking till they can develop their strength. As for the fast learners,
you can ask them to kick and make shapes such as Letter L, N and M. Guide and
correct accordingly.
6. As the learners kick in the directions given, this helps them develop creativity and
imagination as well as self efcacy when they develop better balance. As learners
work together, they develop social cohesion and citizenship. Responding to the
instructions also helps develop communication and collaboration.
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7. As the learners play together, they develop values such as integrity, respect, re-
sponsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ensure the learners can kick in the directions shown. This will prove if they have acquired
the skill or not. For the learners who may still have issues, be sure to check what they do
and guide accordingly.
Lesson 8
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to establish relationships through
kicking for critical thinking and problem solving.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of people kicking the ball into
different directions. If your school has limited resources, use the locally available materials
to teach.
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Learning activities
a. Learner’s activity
1. Look at the shapes below.
2. Name the shapes.
b. Teacher’s activities
1. Ask the learners to look at the pictures of the shapes given. Present the pictures to
the learners. If there are any visually impaired learners, provide them with tactile
illustrations so they can also participate in the class discussion.
2. Ask the learners to name the shapes shown. They can discuss in pairs then have
one learner from the group present their answers to the class. Guide accordingly.
As they discuss and give their answers, it helps to develop their communication
and collaboration as well as social cohesion and the values of unity and peace
in the learners.
3. Review the previous lessons on kicking which include: kicking to the front, back, to
the left and right. Ensure your learners can do this in the right way. Check that they
also kick to each other in a circular manner. Check and guide accordingly.
4. Ask them how they can be able to kick in a zigzag manner. This is something new
and might be a bit difcult. You can have the learners in mixed ability groups and
have them discuss how one can kick in a zigzag manner.
5. Ensure they discuss and nally come up with the correct way of kicking in a zigzag
manner. The groups that get to know how this is done should show the rest of the
learners how to kick in a zigzag manner. Ensure the learners do not look down on
those who cannot but are patient enough with them and in the end, all the learners
get to help each other learn how to kick in a zigzag manner. Guide accordingly.
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6. If there is time, you can ask that they kick in a curved manner and in a way that
makes letters L and M in the same groups. Have all the group members think crit-
ically and come up with how they kick. This activity can also be given to the fast
learners when they complete kicking in a zigzag manner so they do not disrupt the
rest of the learners. Guide accordingly.
7. As learners discuss together in their groups, this helps develop communication
and collaboration. Thinking of how one can kick in a zigzag manner develops
critical thinking and problem solving. As the learners also work together, it helps
develop social cohesion and citizenship as they have to work together. The values
of respect, unity, responsibility, integrity, love and peace are also developed as
the learners work together to learn how to kick in a zigzag manner. The learners also
gain self efcacy and learning to learn when they get to nd out on their own
how they can kick in different complex pathways.
Conclusion
At the end of the lesson, have the learner change into their school uniforms and go back to
class. If there are any resources that were used, have the learners help you put them back to
where they will be stored safely.
Assessment
Ask the learners to practise kicking in the learnt pathways such as in a circular, curved, zig-
zag and triangular pathway.
Lesson 9
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate kicking for strength,
coordination, balance and self-esteem.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include: balls, digital devices such as computer and mobile
phone and video clips of people kicking the ball into different directions. If your school has
limited resources, use the locally available materials to teach.
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Learning activities
a. Learner’s activity
Tell your friend some of the ways that kicking is important.
b. Teacher’s activities
1. Ask the learners identify some importances of kicking. Have the learners discuss in
pairs then ask a few learners to give their responses. As they discuss, it helps develop
communication and collaboration as well as critical thinking and problem
solving among the learners. Working together also helps develop social cohesion
and citizenship.
2. The learners will have different responses according to their own experiences. Give
a chance to as many learners as possible to give their responses. Guide and correct
accordingly.
3. The responses given need to demonstrate the reasons why kicking is important
and useful. They can include kicking for playing, kicking to get things out the way,
among many other circumstances.
4. You can ask the learners to demonstrate some of the circumstances they have
mentioned. They can, for example, pretend they are kicking something away or
kicking a ball to score a goal. Ask that they be creative in their presentations. Guide
accordingly as needed.
5. As the learners come up with situations, this helps develop creativity and
imagination among the learners as well as critical thinking and problem solving.
As the learners demonstrate in the groups, this helps develop social cohesion and
citizenship as they are working together, and helps them develop integrity and
respect for each other’s talent.
6. Learners hopping together helps develop learning to learn and creativity and
imagination as they try not to fall. As the learners respond to each other, this helps
develop communication and collaboration. Learners developing appreciation
also leads to the development of unity, peace, love, respect and responsibility to
each other.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Ask the learners demonstrate other situations that show they appreciate kicking. Guide
accordingly.
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Lesson 11 and 12
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to make appropriate play items for
creativity and imagination.
Background information for the teacher
Get to know the learners who may be having physical disabled as well as any other special
needs. This will help you plan yourself in advance and get the necessary resources for them.
This will also help you plan the activities to teach in a way that incorporates all the learners
in the lesson. Ensure that where the learners will play is safe and the eld is properly marked.
Ensure that all the equipment and resources needed for the lesson are available. Ensure that
the learners are in correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of people kicking the ball
into different directions. If your school has limited resources, use the locally available ma-
terials to teach. Carry the emergency kit in case of any accident.
Learning activities
a. Learner’s activity
Have the learners say some items that can be used to make things that are safe to
kick when playing.
b. Teacher’s activities
1. Ask the learners to name items they can use to make things that are safe to kick
when playing.
2. Have the learners discuss in pairs then have a few learners give their responses.
As they discuss, it helps develop communication and collaboration as well as
critical thinking and problem solving. Working together also helps develop social
cohesion.
3. Ask learners to name the things discussed. The answers revolve around things that
are easy to come by and can be kicked. They can be locally available materials that
are mostly found in their environment, for example; balls made of materials such as
old cloths and grass, stones, etc. The learners need to be as creative as possible when
coming up with the lists. Give them time to go round the school or the eld and nd
items that they can use when kicking. Remind them that they need to be safe even
as they collect the items to play, as well as when they use them. This is development
of safety and security.
4. They learners should then make items they can kick from the items they came with.
They can do this in mixed ability groups of four. Go round the groups assisting
where possible.
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5. The learners should then play with the items they have made. Check and guide
accordingly.
6. As learners create the play items, this helps them develop creativity and imagination
as well as critical thinking and problem solving. As they work in the groups,
they develop communication and collaboration as well as social cohesion and
citizenship. Leaners also working together also helps develop the values of unity,
peace, respect, integrity, love and responsibility to each other.
7. As the learners come up with play items, it fosters learning to learn and self
efcacy as they get to see something they have come up with being used.
Conclusion
At the end of the lesson, have the learner change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put
them back to where they will be stored safely.
Assessment
Ask the learners come up with other items that they can use to kick from their home
environment. They should then bring them during the next lesson and play with them.
Encourage and applaud creativity.
Lesson 12
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to play games for enjoyment, collaboration
and peaceful coexistence.
Background information for the teacher
Ensure all the equipment you need for the lesson are in place. Get to know the learners who
may be physically disabled as well as those with other special needs. This will help you plan
to get the necessary resources for them and prepare learning activities that incorporate all
the learners.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of people kicking the ball into
different directions. If your school has limited resources, use the locally available materials
to teach.
Learning activities
a. Learner’s activity
Tell the class some games that you play when kicking.
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b. Teacher’s activities
1. Have the learners discuss the question above in pairs then have certain learners
give their responses. As they discuss, it helps develop communication and
collaboration as well as critical thinking and problem solving. Working together
also helps develop social cohesion and citizenship.
2. Ask the learners to name some games that they can play while kicking. Some games
include football, the game that involves kicking a stone among others. Accept any
other relevant answers.
3. As the learners think through the games, this helps develop their critical thinking
and decision making. It also helps develop the values of unity, responsibility
and peace.
4. Ask the learners to play some of the games they have suggested. Be sure to observe
and guide accordingly. Each group of four can play a game that incorporates kicking
and present it to the rest of the learners.
5. If learners suggest a game that the rest of the learners are not aware of, you can ask
that they demonstrate it to the class and the class imitates. This will help develop
self-esteem among the learners when they see their peers listen to them and imitate
their actions. It will also develop creativity and imagination among the learners
as they will want to have a new game to demonstrate. Ensure the learners recall the
need for maintaining security as they play, which will enhance safety and security.
Insist on the need to report any cuts or wounds that they or the rest of the learners
get while in the eld. Explain the dangers of doing this, including contracting HIV
and AIDS if they do this. This will be promoting health education.
6. Playing the games helps develop creativity and imagination, communication
and collaboration as well as critical thinking. It also develops social cohesion
and citizenship as the learners learn to work together, and the values of unity,
respect, peace, integrity and responsibility.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners to develop any other games that involve kicking in their groups. They can
present their ndings during the next lesson. Ask learners to say what is the importance of
playing games that incorporate kicking.
End of sub strand
Notes for the teacher
Ensure the learners are aware that when kicking in playing they should not kick others but
only the play things. In instances that learners come from homes where there is violence,
nd counselling for them so they can grow knowing kicking others is not a good thing.
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Suggested community service learning activity
Learners to be taken to the stadium to watch a local team playing a football match.
Suggested non-formal physical activities to support learning
Learners to improvise balls using locally available resources and present them to the teacher.
Suggested assessment
Oral questions and practical assessment.
Sub-strand 3.2 Manipulative skills: Stopping
Number of lessons: 12 lessons
Specic learning outcomes
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 stopping for body awareness.
b. Watch a video clip on a game of soccer and observe stopping for digital literacy.
c. Perform stopping in different ways for coordination and balance.
d. Practise stopping in different ways for coordination, balance and excellence.
e. Establish relationships through stopping for critical thinking and problem.
f. Appreciate stopping for, 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 questions
1. How can you stop a kicked ball?
2. Which body parts are used in kicking the ball?
Core competences to be developed
The learners are expected to acquire the following competences in the process of basic
movement skills:
1. Citizenship
2. Self-efcacy
3. Digital literacy
4. Learning to learn
5. Creativity and imagination
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6. Communication and collaboration
7. Critical thinking and problem solving
Link to PCIs
1. ESD: DRR: Observing safety and security when playing games.
2. Citizenship: Through cohesion, the learners learn to collaborate when playing
games.
3. Learner Support Program: Enhanced through games that involve turning skills.
4. Health Education: HIV and AIDS: when wounds and cuts occur while playing
games report to the teacher do not handle
5. Life Skills: self-esteem: self–awareness enhanced by learners knowing themselves
and knowing the parts of the body involved in performing physical activities.
Link to Values: Exhibit responsible behaviour that respects self and others during
Movement Activities by displaying such values as integrity, respect, responsibility, unity,
peace and love.
Links to other learning areas
1. Languages activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to name the parts of the body that
are in use when stopping for body awareness.
Background information for the teacher
Assemble all the learning resources before commencing the lesson. Get to know the learn-
ers who may be having physical disabilities and other special needs. This will help you in
planning learning activities in advance and getting the necessary resources for them.
Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, balls ropes,
digital devices such as computer and mobile phone and video clips of football players
121
practicing to stop the ball. If your school has limited resources, use the locally available
materials to teach. Remember to carry the emergency kit in case of any accident.
Learning activities
a. Learner’s activity
Look at the picture below.
Tell your friend what is happening in the picture.
b. Teacher’s activities
1. Introduce the lesson by having learners look at the illustration above. You should
provide the illustration to the learners. For the visually impaired learners, have a
tactile illustration so they can feel it and also participate in the class discussion.
2. Ask the learners to say what they can see in the illustration. They should name the
activity happening. Guide accordingly.
3. Ask learners how many have participated in stopping as shown in the illustration.
Ask them to demonstrate how they can stop an oncoming ball or item. Have as many
learners as possible demonstrate. If none has, demonstrate and ask the learners to
imitate what you did. Guide accordingly.
4. Ask the learners to say what parts of the body they used while stopping the ball.
Help the learners to know that the parts of the body used for stopping are mostly
the legs and the hands, but the whole body can be used to stop an object.
5. As they think and discuss what parts of the body are used when stopping, this
helps develop critical thinking and problem solving. Discussing with each other
helps develop communication and collaboration as well as social cohesion and
citizenship. As the learners also teach the rest about stopping something that is
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oncoming, it helps develop self efcacy as well as learning to learn. This also
develops self-esteem in the learners as their peers follow their instructions.
6. As learners learn more about their bodies and the parts of the body involved in
stopping, it helps develop self-awareness, which is important issue for learners as
they grow up. This also helps develop self-esteem among the learners.
7. As the learners participate in the class activities, they develop values such as peace,
unity, integrity, respect and responsibility.
Conclusion
At the end of the lesson, ask the learners to change into their school uniform and go back
to class. Ask that they help put back the equipment used where they can be stored safely.
Assessment
Ask the learners to draw the different parts of the body used for stopping. The slow learn-
ers can simply draw the particular parts while the fast learners can be asked to draw the
whole body and label the particular parts of the body used. Check their work and guide
accordingly.
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip on a game of
soccer and observe stopping for digital literacy.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of football players practicing
to stop the ball. If your school has limited resources, use the locally available materials to
teach.
Learning activities
a. Learner’s activity
I. Have you ever watched a game where one of the players was stopping a ball
thrown by another?
II. Tell your friend what game that was.
III.Tell them how they stopped the ball.
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b. Teacher’s activities
1. Give learners time to discuss, the question in the learner’s activity section. Ask a
few learners to stand and say what they discussed. As they discuss, it helps develop
communication and collaboration and critical thinking and problem solving
among the learners well as learning to learn. From the answers given, you will be
able to know how much exposure the learners have to the digital devices. This will
help you plan your lesson accordingly.
2. By giving their peers a chance to express their views, this helps develop self-esteem
and the value of respect among the learners.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist in setting up the digital devices. This enables them to de-
velop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that
they helped and the devices got to work.
5. Ask learners to note down any questions that arise as they watching the clip. They
can also take note of the most interesting parts of the video. For those with visual
impairments, you can have the clip in audio so they can follow the proceedings as
the rest of the learners watch. If there are learners with hearing impairments, have
the clip with subtitles so they can follow what is happening. Be sure you are there to
assist where need be.
6. Ask learners to ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, it helps
develop critical thinking and problem solving skills as well as communication
and collaboration among the learners. Working together also helps develop citi-
zenship as well as social cohesion.
7. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that show soccer being played
or kicking happening. Combine the pictures in a way that develops knowledge as the
learners view them.
8. The learners can also, in their groups, discuss the most interesting part of the video
clip they have watched and explain why they found it interesting. You can have one
of the learners stand and present what was discussed in the group. Ensure as many
learners as possible stand and present to the class before the end of the lesson. This
helps develop creativity and imagination as well as communication and collab-
oration.
9. Watching the clip helps develop digital literacy among the learners as they get
to deal with technology adequately. As they respond to what they have seen, this
helps develop communication and collaboration, critical thinking and prob-
lem solving as well as creativity and imagination. As the learners work together,
124
it fosters social cohesion and citizenship as well as values such as respect, re-
sponsibility, unity and peace.
Conclusion
Ask the learners to assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form and pick any litter they may have thrown around. They
can then go back to the class.
Assessment
Ask the learners in groups to perform one thing they learnt from the video clip they just
watched. Check what they do and ensure they are safe as they play.
Lesson 3
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able observe rules when playing games
for own and others safety.
Background information for the teacher
Ensure all the equipment you need for the lesson are in place. Get to know the learners who
may be physically disabled as well as those with other special needs. This will help you plan
to get the necessary resources for them and prepare learning activities that incorporate all
the learners.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of football players practicing
to stop the ball. If your school has limited resources, use the locally available materials to
teach.
Learning activities
a. Learner’s activity
Tell your friend some of the things that you should do when going out to the
eld to play.
b. Teacher’s activities
1. Ask learners what they should do when going out to the eld to play. Give them
time to discuss, then ask a few learners to stand and say what they discussed. As
they discuss, it helps develop communication and collaboration and critical
thinking and problem solving among the learners. By giving their peers a chance
to express their views, this helps develop self-esteem and the value of respect
among the learners.
2. Guide them to realise that the answers they give are what forms the rules to be
followed when playing any game. You can then ask that they narrow them down to
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the rules to be followed when stopping. This can still be done in the groups, then
have individual learners stand and present their answers to the class. Guide their
discussions.
Some of the rules they could come up with include:
a. Learners should always be in full games kit including sport shoes.
b. Learners should be aware of learners with physical impairments and assist them to
be part of the class by participating in activities that they can handle.
c. Learners should avoid unruly behaviour like ghting when in the eld.
d. Learners should not go to the eld without the teacher or facilitator.
e. Learners should not touch wound or cuts that occur while playing in the eld.
They should instead notify the teacher about them.
f. Learners should ensure they stretch before stopping to avoid injuring their muscles.
g. Learners need to be careful when they are stopping an oncoming ball so it does
not hurt them. Check the speed of the ball or oncoming item and be sure you can
actually stop it.
h. When throwing something for your friend to stop it, ensure they are facing you so
they can see it. If they are not, this could lead to serious injuries.
i. Learners should use the play items correctly when in the eld, and should store
them well once they are through using them.
j. There are many other rules that the learners can come up with in regards to kicking.
Ensure they are relevant.
3. Guide learners to understand the importance of the rules. They also need to follow
all the rules when they are playing for their own security and safety and that of
their fellow learners.
4. As the learners think about the rules to be followed, this enhances critical thinking
and problem solving as well as creativity and imagination among the learners.
As they respond, this enhances communication and collaboration. Knowledge
about what to do in case of an accident while playing in the eld leads to development
of health education. As the learners work together, this helps develop social
cohesion and citizenship as well as the values of respect, responsibility, unity,
peace and integrity.
Conclusion
At the end of the lesson, have the learner change into their school uniforms and go back to
class. If there are any resources that were used, have the learners help you put them back to
where they will be stored safely.
Assessment
Ask learners to write down the rules they learnt. They should then put them up in a place
where they can easily refer to them every time.
126
Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform stopping in different
ways for coordination and balance.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure that the learners are in
correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital devices
such as computer and mobile phone and video clips of football players practicing to stop
the ball. If your school has limited resources, use the locally available materials to teach.
Learning activities
a. Learner’s activity
Tell your friend how one should stop an oncoming ball using the hands.
b. Teacher’s activities
1. Give them time to discuss how one should stop an oncoming ball using the hands. Ask a
few learners to stand and describe what they discussed. As they discuss, it helps develop
communication and collaboration and critical thinking and problem solving
among the learners. By giving their peers a chance to express their views, this helps
develop self-esteem and the value of respect among the learners.
2. Ask learners to demonstrate how the stopping is done. Ask as many learners who can to
demonstrate the stopping activity. Ensure they do this correctly. The rest of the learners
can watch and imitate the action. If they can’t, demonstrate stopping a ball and ask the
rest of the learners to imitate what you just did. Guide accordingly.
3. Ask the learners to stop the ball coming from the front. Check that they do this correctly.
They can do this two times until they achieve prociency. Check and guide accordingly.
4. Ask them to stop a ball coming from behind. They need to be careful as they do this so
as not to get hurt. Check and guide accordingly.
5. Have as many learners as possible do these two actions. They need to play in pairs of
127
groups of three. The more they practise, the more they build their strength and coordi-
nation. As learners perfect this, they develop strength and coordination.
6. As for the physically impaired learners, incorporate them to participate in stopping in
a way that they are comfortable with and that causes them no harm or ridicule. As for
the special needs learners such as the slow learners, give them more time to practise
stopping till they can develop their strength. As for the fast learners, you can give more
chances to stop the balls from the different directions so they do not disturb the rest of
the learners. Guide and correct accordingly.
7. As the learners stop balls from the directions given, they develop creativity and imagi-
nation as well as self efcacy when they can do it correctly. As learners work together,
this helps develop social cohesion and citizenship. Responding to the instructions
also helps develop communication and collaboration.
8. As the learners play together, this helps develop values such as integrity, respect, re-
sponsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
1. Encourage the learners to practise stopping items from the front and back. Guide
and correct accordingly.
2. Ask the learners to also stop items thrown from the left and right. Check that they
do it correctly. Guide accordingly.
Lesson 5 and 6
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to practise stopping in different
ways for coordination, balance and excellence.
Background information for the teacher
Group learners into small manageable groups and monitor the activity of each group keen-
ly. Identify the number of learners in the class with special needs so as to prepare yourself
on how to handle them. Ensure all the equipment needed for the lesson are available and
well-functioning.
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital devices
128
such as computer and mobile phone and video clips of football players practicing to stop
the ball. If your school has limited resources, use the locally available materials to teach.
Carry the emergency kit incase of any accident
Learning activities
a. Learner’s activity
Is it easier to stop a ball from the front and back or from the sides? Tell a friend.
b. Teacher’s activities
1. Ask learners to compare stopping a ball from the front and back and identify which
is easier. They will have different responses according to what they feel is easier for
them. As they give their responses, they develop communication and collabora-
tion as well as critical thinking and problem solving.
2. Ask the learners to practise what they have done in the previous lessons, stopping
items from the front, the back and sideways. They can do this in pairs rst then in
small groups of four. As the learners stop the items, it helps develop their creativity
and imagination as well as social cohesion and citizenship as they have to work
together.
3. Group the learners in multi ability groups of four. Ask a learner from each group
compete to gain strength, endurance, coordination, balance and excellence. For
example, you can have the rst group stop a ball thrown to them 3 times from the
front, 4 from the left, 4 from the right and 5 times from the back. This combination
of moves will help the learners practise stopping and will help them gain excellence.
It will also help you as the teacher nd out the directions the learners have a problem
with to be able to help them accordingly. Ensure the different special ability learners
also participate in the activities depending on their ability.
4. Incorporate the physically disabled learners to participate in stopping in a way that
they are comfortable with and that causes them no harm or ridicule. Those with
special needs such as the slow learners, give them more time to participate in stop-
ping balls till they can develop their strength. Guide and correct accordingly.
5. As the learners practise stopping the balls in the directions given, this helps them
develop creativity and imagination as well as self efcacy when they develop
better balance. As learners work together, they develop social cohesion and citi-
zenship. Responding to the instructions also helps develop communication and
collaboration.
6. As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
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Assessment
Challenge the learners to develop the skill of stopping more even during their free time. This
will ensure they gain prociency and excellence.
Lesson 7 and 8
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to establish relationships through
stopping for critical thinking and problem solving.
Background information for the teacher
Assemble all the learning resources before commencing the lesson. Get to know the learners
who may be having physical disabilities and other special needs. This will help you in planning
learning activities in advance and getting the necessary resources for them.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital devices
such as computer and mobile phone and video clips of football players practicing to stop
the ball. If your school has limited resources, use the locally available materials to teach.
Learning activities
a. Learner’s activity
Tell your friend some of the situations where stopping is used.
b. Teacher’s activities
1. Have as many learners as possible give their views of the question posed above.
They will have different responses according to what they know. As they give their
responses, this helps develop communication and collaboration as well as critical
thinking and problem solving.
2. There are many different instances where stopping is used. It can be used when
playing most games to stop an opponent from scoring a goal, as well as stopping
someone from getting harmed by something else.
3. Encourage the learners to come up with other instances where stopping as a skill is
used.
4. Ask them to discuss in pairs or small groups then present their responses to the
class. Ensure you give as many learners as possible a chance to present their answers
to the class. This will help develop the learner’s condence as well as self-esteem
and communication and collaboration.
5. As learners discuss together in their groups, this helps develop communication
and collaboration. Thinking of how stopping is used in daily life, it helps develop
critical thinking and problem solving. As the learners also work together, it
helps develop social cohesion as well as citizenship. The values of respect,
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unity, responsibility, integrity and peace are also developed as the learners work
together. The learners also gain self efcacy and learning to learn when they get
to nd out on their own how they can stop in different complex pathways.
Conclusion
At the end of the lesson, have the learner change back into their school uniforms and go
back to class. If there are any resources that were used, have the learners help you put them
back to where they will be stored safely.
Assessment
Ask the learners to role play one of the scenarios that they discussed in their groups during
their free time. Guide accordingly.
Lesson 9
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate stopping for coordi-
nation, balance and self-esteem.
Background information for the teacher
Get to know the learners who may be having physical disabilities as well as any other special
needs. This will help you plan yourself in advance and get the necessary resources for them.
This will also help you plan the activities to teach in a way that incorporates all the learn-
ers in the lesson. Ensure that where the learners will play is safe and the eld is properly
marked. Ensure that all the equipment and resources needed for the lesson are available.
Ensure that the learners are in correct games kit and obey the rules of the game at all times.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of football players practicing
to stop the ball. If your school has limited resources, use the locally available materials to
teach. Ensure you carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Tell your friend some of the ways that stopping is important.
b. Teacher’s activities
1. Ask the learners to discuss the importance of stopping in pairs thenlet a few
learners give their responses. Discussion helps them develop communication
and collaboration as well as critical thinking and problem solving among the
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learners. Working together also helps develop social cohesion and citizenship.
2. The learners will have different responses according to their own experiences. Give
a chance to as many learners as possible to give their responses. Guide and correct
accordingly.
3. The responses given need to demonstrate the reasons why stopping is important
and useful. Challenge the learners to be as creative as possible when it comes to the
scenarios where stopping is used.
4. Ask the learners to demonstrate some of the circumstances they have mentioned.
They can, for example, pretend they are stopping a ball from an opponent who is
about to score a goal. Ask them to they be creative in their presentations. Guide
accordingly as needed.
5. As the learners come up with situations, this helps develop creativity and
imagination among the learners as well as critical thinking and problem solving
skills. As the learners demonstrate in the groups, this helps develop social cohesion
and citizenship as they are working together, and helps them develop integrity and
respect for each other’s talent.
6. Learners stopping together helps develop learning to learn and creativity and
imagination as they try not to fall. As the learners respond to each other, they
develop communication and collaboration. Learners developing appreciation
also leads to the development of unity, peace, love, respect and responsibility to
each other.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners to demonstrate other scenarios that show they appreciate stopping.
Lesson 10 and 11
Lesson outcome
By the end of the lesson, the learner should be able to make appropriate play items for
creativity and imagination.
Background information for the teacher
Ensure all the equipment you need for the lesson are in place. Get to know the learners who
may be physically disabled as well as those with other special needs. This will help you plan
to get the necessary resources for them and prepare learning activities that incorporate all
the learners.
Suggested learning resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of football players practicing
132
to stop the ball. If your school has limited resources, use the locally available materials to
teach. Carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Ask the learners to identify some items they can use when playing games that
require them to stop items.
b. Teacher’s activities
1. Ask the learners to discuss the item they can use when playing games in pairs
then have certain learners give their responses. As they discuss, it helps develop
communication and collaboration as well as critical thinking and problem
solving skills. Working together also helps develop social cohesion.
2. Ask learners to name the things discussed. The answers revolve around things that
are easy to come by and that can be used to make things that they can play stop with.
Ask the learners need to be as creative as possible when coming up with the lists.
3. If possible, have them make ropes from the items they have come with or that you
present to them. They can do this in groups. Go round the groups assisting where
possible. Ask the learners to go round the school or eld and collect the items they
have suggested. Ask that they get to play with them and stop them as they play.
4. Ask the learners to observe security as they play. This will help develop safety and
security among the learners.
5. As learners create the play items, this helps them develop creativity and imagination
as well as critical thinking and problem solving. As they work in the groups, they
develop communication and collaboration as well as social cohesion and the
values of unity, peace and responsibility.
6. As the learners come up with play items, it fosters learning to learn and self
efcacy as they get to see something they have crated being used.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners in their free time think of other items that they can use to make balls to
play stop with. Encourage and applaud creativity.
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Lesson 12
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to play games for enjoyment collaboration
and peaceful coexistence.
Background information for the teacher
Assemble all the learning resources before commencing the lesson. Get to know the
learners who may be having physical disabilities and other special needs. This will help you
in planning learning activities in advance and getting the necessary resources for them.
Suggested learning resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, digital
devices such as computer and mobile phone and video clips of football players practicing
to stop the ball. If your school has limited resources, use the locally available materials to
teach. Ensure you carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Tell the class some games that you play when stopping the ball. If your school
has limited resources, use the locally available materials to teach.
b. Teacher’s activities
1. Ask the learners to discuss the games they play when stopping the ball in pairs
then ask a few learners to give their responses. As they discuss, it helps develop
communication and collaboration as well as critical thinking and problem
solving. Working together also helps develop social cohesion and citizenship.
2. Ask the learners to name some games that they can play while stopping. Some
games include: football among others. Accept any other relevant answers.
3. As the learners think through the games, they develop their critical thinking and
decision making. It also helps develop the values of unity, responsibility and
peace.
4. Ask the learners to play some of the games they have suggested. Be sure to observe
In groups of four they can play a game that incorporates stopping and present it to
the rest of the learners. Guide them accordingly.
5. If learners suggest a game that the rest of the learners are not aware of, you can
ask them to demonstrate it to the class and the class imitates. This will help develop
self-esteem among the learners when they see their peers listen to them and imitate
their actions. It will also develop creativity and imagination among the learners
as they will want to have a new game to demonstrate. Ensure the learners recall the
need for maintaining security as they play, which will enhance safety and security.
Insist on the need to report any cuts or wounds that they or the rest of the learners
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get while in the eld. Explain the dangers of doing this, including contracting HIV
and AIDS if they do this. This will be promoting health education.
6. Playing the games helps develop creativity and imagination, communication
and collaboration as well as critical thinking. It also develops social cohesion
and citizenship as the learners learn to work together, and the values of unity,
respect, peace, integrity and responsibility.
Conclusion
At the end of the lesson, have the learners change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Encourage the learners develop any other games that involve stopping in groups. They can
present their ndings during the next lesson. Ask learners to identify the importance of
playing games that incorporate stopping.
End of sub strand
Suggested community service learning activity to support learning through application
Learners to be taken to watch a football match in the local stadium.
Suggested non-formal physical activity to support learning through application
Learners to play a football match using the learnt skills.
Suggested assessment
Oral questions and practical assessment.
135
Strand
2
Sub-strand 2.1 Water safety: Signs of drowning
Number of lessons: 6 Lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a. Name some items that sink and oat in water for oating awareness.
b. Identify a drowning person for rescue.
c. Role play a person drowning for rescue awareness.
d. Play simple water games for creativity, enjoyment and peaceful co-existence.
e. Observe pool rules for own and others safety.
Key inquiry question
1. Name items that sink in water.
2. Have you ever seen a person swimming in the river or swimming pool?
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
swimming skills:
1. Citizenship
2. Self-efcacy
3. Digital literacy
4. Learning to learn
5. Creativity and imagination
6. Communication and collaboration
7. Critical thinking and roblem solving
Link to PCIs
1. ESD: DRR: observing safety and security when playing water games.
2. Citizenship: through cohesion, the learners learn to collaborate when playing
games.
3. Learner Support Program: enhanced through games that involve swimming.
4. Health Education: HIV and AIDS: when wounds and cuts occur while playing
games learners to report to the teacher and not handle them.
5. Life Skills: self-esteem: self–awareness enhanced knowing by learners themselves
and knowing the parts of the body involved in performing physical activities.
Swimming
136
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.
Links to other learning areas
• Language activities
• Hygiene and Nutrition activities
• Environmental activities
• Mathematic activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to name some items that sink and
oat in water for oating awareness.
Background information for the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical disabilities
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the teaching and learning resources to be used include: the swimming pool, basin
oatation devices, digital devices such as computers and mobile phones and video clips of people
drowning for digital literacy. If your school has limited resources, use the locally available
materials.
137
Learning activities
a. Learner’s activities
1. Tell your friend items that oat in water.
2. Tell your friend items that sink in water.
b. Teacher’s activities
1. Ask the learners, in groups, to identify the items that oat and those that sink in
water. Ask a few learners give their responses. As they discuss, it helps them develop
communication and collaboration as well as critical thinking and problem
solving. Working together also helps develop social cohesion and citizenship.
2. Ask the learners to name some of the items that either oat or sink in the water.
Guide accordingly.
3. Ask the learners to provide different items so they can do an actual demonstration.
4. Divide the learners into groups of four. Using a basin of water, ask them to put the
items they have and in the water. They should then observe the items that oat and
the ones that sink. They can write the list, then present their ndings at the end of
the class. Guide and correct accordingly.
5. As the learners actually nd out items that oat and sink, they develop their critical
thinking and problem solving as well as communication and collaboration.
As the learners identify the items, it also helps develop learning to learn. As the
learners work together in the groups, it helps develop social cohesion as well as
citizenship.
6. As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, have the learners clean up and change into their school uniforms.
If there are any resources that were used, have the learners help you carry them back to
where they can be kept safe.
Assessment
Ask the learners to nd out more things that oat or sink in the water from their homes.
They can do the experiment as done in class to nd this out.
138
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip of people drowning
and role play.
Background information to the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested resources
Some of the teaching and learning resources to be used include the swimming pool, oatation
devices, digital devices such as computers and mobile phones and video clips of people
drowning for digital literacy. If your school has limited resources, use the locally available
materials.
Learning activities
a. Learner’s activity
Ask the learners if they have watched performances on any oating technique
before. What was it?
b. Teacher’s activities
1. Give them time to discuss the different performances on oating technique, then
ask a few learners to stand and say what they discussed. As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among the learners well as learning to learn. From the answers given, you
will be able to know how much exposure the learners have to the digital devices.
This will help you plan your lesson accordingly.
2. By giving their peers a chance to express their views, they develop self-esteem and
the value of respect among the learners.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that
they helped and the devices got to work.
139
5. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual impairments, you can have the clip in audio so they can follow
the proceedings as the rest of the learners watch. If there are learners with hearing
impairments, have the clip with subtitles so they can follow what is happening.
Assist where need be.
6. Ask learners to ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, it helps
develop critical thinking and problem solving skills as well as communication
and collaboration among the learners. Working together also helps develop
citizenship as well as social cohesion.
7. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that show drowning and role
playing for rescue. Combine the pictures in a way that develops knowledge as the
learners view them.
8. Watching the clip helps develop digital literacy among the learner as they get to
deal with technology adequately. As they respond to what they have seen, this helps
develop communication and collaboration, critical thinking and problem
solving as well as creativity and imagination. As the learners work together,
it fosters social cohesion and citizenship as well as values such as respect,
responsibility, unity and peace.
Conclusion
Ask the learners to assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form before they started to watch the video and pick any
litter they may have thrown around. They can then go back to the class.
Assessment
Ask the learners to say something they found interesting from the clip watched.
Lesson 3
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to identify a drowning person for
rescue.
140
Background information for the teacher
Get to know the learners with special needs in the class such as those with physical disability
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners.
Suggested resources
Some of the teaching and learning resources to be used include the swimming pool, oatation
devices, digital devices such as computers and mobile phones and video clips of people
drowning for digital literacy. If your school has limited resources, use the locally available
materials.
Learning activities
a. Learner’s activity
Tell your friend what you think drowning is.
b. Teacher’s activities
1. Ask the learners to explain drowning. Give them time to discuss how they can help
someone who is drowning. Ask a few learners to stand and say what they discussed.
As they discuss, it helps develop communication and collaboration and critical
thinking and problem solving among the learners well as learning to learn.
From the answers given, you will be able to know how much learners know about
drowning.
2. Ask the learners if they have ever gone through that experience of almost drowning,
or if the know someone who has. They can give their experiences. Guide accordingly.
3. You can then ask them what they think causes people to drown in water and if there
are signs that show that someone is drowning. They can discuss this in groups of
three, then present their answers to the class. Guide the discussions accordingly.
4. A person may drown in water because of the following reasons:
• Not knowing how to swim.
• Becoming tired when in the water.
• Becoming suddenly sick.
• Getting a muscle cramp.
Accept any other relevant responses.
5. The signs that show a person is in trouble in water include:
a. Person may be holding onto a oating object without moving.
b. Person may be trying to swim to safety but does not seem to be moving forward.
c. The person is calling for help.
d. The person is struggling to remain aoat
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6. Accept any other responses that are correct.
7. As the learners discuss about people drowning, this helps develop their critical
thinking and problem solving as well as communication and collaboration. As
the learners identify signs to look out for to show that a person is drowning, it helps
develop creativity and imagination as well as learning to learn. As the learners
work together in the groups, it helps develop social cohesion and citizenship. As
the learners learn about ways that they can prevent drowning, they develop safety
and security as well as health education.
8. As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, have the learners clean up and change back into their school
uniforms. If there are any resources that were used, have the learners help you carry them
back to where they can be kept safe.
Assessment
Ask the learners to nd out more reasons why someone could drown in water.
Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to role play a person drowning for
rescue awareness.
Background information for the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the teaching and learning resources to be used include the swimming pool,
oatation devices, digital devices such as computers and mobile phones and video clips
of people drowning for digital literacy. If your school has limited resources, use the locally
available materials.
142
Learning activities
a. Learner’s activity
How can you help someone who is drowning?
b. Teacher’s activities
1. Give them time to discuss how they can help someone who is drowning in groups
of three. Ask a few learners to stand and say what they discussed. As they discuss,
it helps develop communication and collaboration and critical thinking and
problem solving among the learners well as learning to learn.
2. You can rst review the previous lesson on signs of a person drowning. Let the
learners give the points discussed
3. Next, group the learners in mixed ability groups of ve. You can ask that in their
groups, one of the learners pretends like they are drowning by showing any one of
the signs discussed, then the rest of the learners come to their rescue.
4. Encourage the learners to be creative in their demonstrations and in the rescuing.
Explain to them that they can use any of the oating techniques to save the learner
while still maintaining their own security and safety while in the water.
5. It is advisable to have another grown up who knows how to swim with you in the
swimming area to help you keep an eye on the learners, especially when you are
demonstrating concepts. This way, they will ensure the learners are safe, and will
pick out any issues that they may be having. This will help develop safety and
security for the learners.
6. As the learners discuss ways to save someone drowning, they develop their
critical thinking and problem solving skills as well as communication and
collaboration. As the learners identify ways that they can save someone who is
drowning, it helps develop creativity and imagination as well as learning to
learn. As the learners work together in the groups, it helps develop social cohesion
and citizenship. As learners learn how to save someone who is drowning, it helps
develop health education as well as safety and security.
7. As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, have the learners clean up and change into their school uniforms.
If there are any resources that were used, have the learners help you carry them back to
where they can be kept safe.
Assessment
Challenge the learners to always be on the lookout while swimming to help pointy out
people who may be drowning. They will be stored safely ready to call out for help from the
teacher with them or save them if they can.
143
Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to play simple water games for
creativity, enjoyment and peaceful coexistence.
Background information for the teacher
Ensure all the equipment you need for the lesson are in place. Get to know the learners who
may be physically disabled as well as those with other special needs. This will help you plan
to get the necessary resources for them and prepare learning activities that incorporate all
the learners.
Suggested resources
Some of the teaching and learning resources to be used include: the swimming pool, oatation
devices, digital devices such as computers and mobile phones and video clips of people
drowning for digital literacy. If your school has limited resources, use the locally available
materials.
Learning activities
a. Learner’s activity
 Tell your friend some games that they can play while in the water.
b. Teacher’s activities
1. Ask the learners to identify some games they can play while in water. As they discuss
in pairs, they develop communication and collaboration as well as critical thinking
and problem solving. Working together also helps develop social cohesion and
citizenship.
2. Ask the learners to name some games that they can play in water. They will be
stored safely simple games requiring the knowledge the learners have acquired so
far.
3. As the learners think through the games, this helps develop their critical thinking
and problem solving. It also helps develop the values of unity, responsibility and
peace.
4. Ask the learners to play some of the games they have suggested. Be sure to observe
and guide accordingly. They can be in groups, where they play together the games
can involve splashing water around, role playing saving a learner, or a learner
pretending to drown and the rest trying to locate them. Ensure that the learners are
safe all through and are enjoying as they play. Playing together will help the learners
develop peaceful coexistence and enjoyment.
144
5. Ensure you incorporate the physically disabled learners into the games. Ensure they
participate to the best of their ability and in a way that does not cause them harm
or ridicule.
6. If a learner suggests a game that the rest of the learners are not aware of, you
can ask that they demonstrate it to the class and the class imitates. This will help
develop self-esteem among the learners when they see their peers listen to them
and imitate their actions. It will also develop creativity and imagination among the
learners as they will want to have a new game to demonstrate. Ensure the learners
recall the need for maintaining safety as they play, which will enhance safety and
security. Insist on the need to report any cuts or wounds that they or the rest of the
learners get while in the swimming pool. Explain the dangers of careless handling
of wound and cuts, including contracting disease such as HIV and AIDS. This will
be promoting health education.
7. Playing the games helps develop creativity and imagination, communication
and collaboration as well as critical thinking. It also develops social cohesion
and citizenship as the learners learn to work together, and the values of unity,
respect, love, peace and responsibility.
Conclusion
At the end of the lesson the learners clean up and change into their school uniforms. If
there are any resources that were used, have the learners help you carry them back to where
they can be kept safe.
Assessment
Encourage the learners play more games together, in their groups. Guide accordingly.
Lesson 6
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to observe pool rules for own and
others safety.
Background information for the teacher
Assemble all the learning resources before commencing the lesson. Get to know the learners
who may be having physical disabilities and other special needs. This will help you in
planning learning activities in advance and getting the necessary resources for them. Ensure
the learners are always in the correct swimming costume as they get into the play area and
that they follow the swimming rules.
145
Suggested resources
Some of the teaching and learning resources to be used include: the swimming pool, oatation
devices, digital devices such as computers and mobile phones and video clips of people
drowning for digital literacy. If your school has limited resources, use the locally available
materials.
Learning activities
a. Learner’s activity
Tell your friend why you need to be careful when swimming.
b. Teacher’s activities
1. Ask the learners to discuss why one needs to be safe as they swim. Listen to the
responses they give. They can rst discuss in groups of three, and then choose
one learner from the each group to give the responses given. Ensure you give
a chance to as many learners as possible to present their responses to the class.
This helps them develop the self-esteem of the learners.
2. As the learners discuss, it helps develop communication and collaboration as
well as critical thinking and problem solving among them. The learners also
develop creativity and imagination as they need to be creative to think about
the rules for swimming. Working in groups also helps develop social cohesion
as well as citizenship.
Some of the rules are:
a. Do not throw litter into the swimming pool.
b. Do not attempt to swim if you cannot be able to. This will help you avoid
drowning.
c. In case you feel sick, notify the teacher with you.
d. If you see someone showing the signs of drowning, report to the teacher or
facilitator with you immediately. You can also tell other learners and go try to
save them. Do not do it alone.
e. Do not go near the swimming pool with your shoes on.
f. Never go near the swimming pool alone without the guidance of a grown up.
g. Do not carry any food or drink to the swimming pool.
h. Always ensure to change into your swimming costume before going to swim.
i. Always follow the given instructions by the instructor.
j. Do not get into the swimming pool if you are sick, as it may get worse or be
transmitted to other learners in the pool.
k. Ensure you take a shower before and after leaving a swimming pool to remove
any dust and the chemicals found in the swimming pool.
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l. Learners with physical disabilities can also take place in swimming so long as it
does not affect or harm them.
m. Ensure you stretch before swimming to avoid injuring your muscles.
n. In case of any injuries when in the pool, report them immediately to the teacher.
Do not handle injuries as you might expose yourself to a lot more harm.
o. There are many more rules that the learners can come up with. Ensure they
are correct.
3. Guide learners to understand the importance of the rules. They also need to
follow all the rules when they are playing for their own security and safety and
that of their fellow learners.
4. As the learners think about the rules to be followed, critical thinking and
problem solving as well as creativity and imagination among the them. As
they respond, this enhances communication and collaboration is enhanced.
Knowledge about what to do in case of an accident while in the swimming
pool leads to development of health education. As the learners work together,
this helps develop social cohesion and citizenship as well as the values of
respect, responsibility, unity, peace and integrity.
Conclusion
At the end of the lesson, ask the learners to clean up and change into their school uniform.
If there are any resources that were used, have the learners help you carry them back to
where they can be kept safe.
Assessment
Ask the learners to write down the rules discussed. They should then put them somewhere
where they can refer to them every time.
End of sub strand
Suggested community service learning activity to support learning through application
Learners can perform during swimming gala in the school.
Suggested non-formal physical activities to support learning
Learners are involved in playing water games.
Suggested assessment
Oral questions and practical assessment.
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Sub-strand 2.2 Water safety: Rescuing a drowning person
Number of lessons: 8 lessons
Specic learning outcomes
By the end of the sub-strand, the learner should:
a. Name any item that may be used to rescue a drowning person for rescue
awareness.
b. Watch a video clip of a water rescue mission for digital literacy.
c. Design homemade rescuing devices for use in rescuing a drowning person.
d. Role play rescuing a person who is drowning for safety.
e. Play simple water games for enjoyment, collaboration and peaceful co-
existence.
f. Observe caution while near water bodies for own and others safety
Key inquiry question
1. What would you do if you saw a person drowning?
2. What items are used to rescue drowning people from your local environment?
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
swimming:
1. Citizenship
2. Self-efcacy
3. Digital literacy
4. Learning to learn
5. Creativity and imagination
6. Communication and collaboration
7. Critical thinking and problem solving
Link to PCIs
1. ESD: DRR: Observing safety and security when playing water games.
2. Citizenship: Through cohesion, the learners learn to collaborate when playing
games.
3. Learner Support Program: Enhanced through games that involve swimming skills.
4. Health Education: HIV and AIDS: when wounds and cuts occur while playing
games learners to report to the teacher and not handle them
5. Life Skills: Self-esteem: self–awareness enhanced knowing myself and knowing the
parts of the body involved in performing physical activities.
148
Link to values
Exhibit responsible behaviour that respects self and others during Movement Activities by
displaying such values as integrity, respect, responsibility, unity, love and peace.
Links to other learning areas
1. Languages activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematic activities
5. Art and craft activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson objective
By the end of the lesson, the learner should be able to name any item that may be used
to rescue a drowning person for rescue awareness.
Background information for the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical disabilities
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the teaching and learning resources to be used include: the swimming pool, a short
rope, long ropes, one litre plastic bottle, small piece of timber, digital devices such as
computers and mobile phones, video clip of rescue items, oatation devices and a ve
litre jerrycan. If your school has limited resources, use the locally available materials to
demonstrate the different concepts.
149
Learning activities
a. Learner’s activity
1. Give reasons why a person can drown.
2. Are there things that can be used to rescue someone who is drowning?
b. Teacher’s activities
1. In pairs, ask learners discuss the reasons why a person can drown. Let a few
learners give their responses. As they discuss, it helps develop communication
and collaboration as well as critical thinking and problem solving. Working
together also helps develop social cohesion and citizenship.
2. The learners need to recall the previous lesson of reasons why people drown and
signs to look out for. Ensure they can recall correctly. If they cannot, review the
lessons and the main points from the lesson.
3. The second question requires the learners to think of things that oat and that can
be used by people who are drowning so they can hold on to them. The responses
must include things that oat and are big enough to hold on to such as pieces of
wood or big plastic objects. Guide accordingly.
4. As the learners think about the responses this helps develop their critical thinking
and problem solving as well as communication and collaboration. As the learners
identify the items that can help when drowning, it also helps develop learning to
learn and self efcacy when they can get them correct. As the learners work
together in the groups, it helps develop social cohesion as well as citizenship.
5. As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, ask the learners to clean up and change into their school uniforms.
If there are any resources that were used, have the learners help you carry them back to
where they can be kept safe.
Assessment
1. Ask the learners to name any oating technique that they may know.
2. Ask the learners to draw some of the items that can be used for people who are
drowning.
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Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip of a water
rescue mission for digital literacy.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested resources
Some of the teaching and learning resources to be used include: digital devices such as
computers and mobile phones, video clip of rescue items, oatation devices and a ve
litre jerrycan. If your school has limited resources, use the locally available materials to
demonstrate the different concepts.
Learning activities
a. Learner’s activity
Have you watched a video of a rescue mission before? What was it about?
b. Teacher’s activities
1. Give learners time to discuss a video of rescue mission they watched before. Ask
a few learners to stand and re-tell what they discussed. As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among the learners well as learning to learn. From the answers given, you
will be able to know how much exposure the learners have to the digital devices.
This will help you plan your lesson accordingly.
2. By giving their peers a chance to express their views, they develop self-esteem and
the value of respect among the learners.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that
they helped and the devices got to work.
151
5. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual disabilities, you can have the clip in audio so they can follow the
proceedings as the rest of the learners watch. If there are learners with hearing
disabilities, have the clip with subtitles so they can follow what is happening. Ensure
you assist where need be.
6. Ask learners to ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, it helps
develop critical thinking and problem solving as well as communication and
collaboration among the learners. Working together also helps develop citizenship
as well as social cohesion.
7. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that show things that can be
thrown to a person who is drowning. Combine the pictures in a way that develops
knowledge as the learners view them.
8. Watching the clip helps develop digital literacy among the learners as they get to deal
with technology adequately. As they respond to what they have seen, they develop
communication and collaboration, critical thinking and problem solving as
well as creativity and imagination. As the learners work together, it fosters social
cohesion and citizenship as well as values such as respect, responsibility, unity
and peace.
Conclusion
Ask the learners assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form and pick any litter they may have thrown around. They
can then go back to the class.
Assessment
Ask the learners to say something they found interesting from the clip watched.
Lesson 3 and 4
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to design homemade rescuing devices
for use in rescuing a drowning person.
152
Background information for the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the teaching and learning resources to be used include: the swimming pool, a
short rope, long ropes, one litre plastic bottle, small piece of timber, digital devices such as
computers and mobile phones, video clip of rescue items, oatation devices and a ve litre
jerrycan. If your school has limited resources, use the locally available materials to demonstrate
the different concepts. Carry the emergency kit in case of an accident.
Learning activities
a. Learner’s activity
Name ve items that can be used to rescue a drowning person.
b. Teacher’s activities
1. Ask the learners to discuss ve items that can be used to rescue a drowning person
in groups of three rst then have a few learners give their responses. As they discuss,
it helps develop communication and collaboration as well as critical thinking
and problem solving. Working together also helps develop social cohesion.
2. Ask learners to name the items discussed. The answers revolve around readily
available materials that are easy to come by and that can be used to make items that
they can use to rescue with. They need to be items that a grown up person can hold
onto without sinking. Examples include: the jerricans, ropes, oaters, tyres, timber
among others. Encourage the learners to be as creative as possible when coming up
with the lists.
3. Ask the learners to gather some of the items they discussed. They can still do this
in their groups. You can also provide the items to the class.
4. Ask the learners in the groups to pick one of the items presented and nd a way of
making them work as a oating device. The learners can then be given time to make
the device and once they are through, present to the class how it works.
5. Some of the things you can give to the learners include the jerricans, ropes and
pieces of timber.
6. You can demonstrate how to make a few of the items as shown:
a. Take a ve litre jerrican, attach it to a short rope at the handle, where you will
pull as the drowning person holds onto the jerrican.
153
b. Take a long rope, attach it to a one litre plastic bottle. The drowning person
holds onto the bottle as you pull the rope.
c. Take a small piece of timber and attach a rope to it. You will then pull the rope
7. The learners can come up with other devices that can be thrown to help a drowning
person. Ensure they can work. The important thing is for learners to understand
the concept of having someone who is drowning holding onto something that is
oating, and the person rescuing them being able to pull them to safety as they hold
on. Guide and correct the items made.
8. Encourage the learners to demonstrate how to use the devices they just came up
with. Encourage the ones who did not make the correct thing to make the items
correctly. Guide accordingly.
9. Ensure the items are safe for use and do not lead to accidents like cuts or wounds.
As you remind the learners this, it helps develop health education as well as safety
and security among the learners.
10. As learners design the play items, this helps them develop creativity and imagination
as well as critical thinking and problem solving. As they work in the groups,
they develop communication and collaboration as well as social cohesion and
citizenship.
11. As the learners work together, it helps develop values such unity, peace, respect
and responsibility.
Conclusion
At the end of the lesson, have the learner clean up and change into their school uniform. If
there are any resources that were used, have the learners help you carry them back to where
they can be kept safe.
Assessment
Ask the learners to draw and colour pictures of the items that they have to reach out to a
person in trouble in water.
Lesson 5 and 6
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to role play rescuing a person who
is drowning for safety.
154
Background information for the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the teaching and learning resources to be used include: the swimming pool, a
short rope, long ropes, one litre plastic bottle, small piece of timber, digital devices such as
computers and mobile phones, video clip of rescue items, oatation devices and a ve litre
jerrycan. If your school has limited resources, use the locally available materials to demonstrate
the different concepts. Carry the emergency kit incase of accidents.
Learning activities
a. Learner’s activity
Tell your friend how you can help someone who is drowning.
b. Teacher’s activities
1. Give them time to discuss the ways in which they can help a drowning person in
groups of three. Ask a few learners to explain what they discussed. As they discuss,
it helps develop communication and collaboration and critical thinking and
problem solving among the learners well as learning to learn.
2. Group the learners in mixed ability groups of ve. In their groups, one of the
learners should pretend to be drowning by showing any one of the signs discussed,
then the rest of the learners should come to their rescue.
3. The learners should use the items they created in the previous lesson to rescue the
person who is drowning. They should demonstrate throwing the items in a way that
it gets close to the person who is drowning. Encourage them to hold on and they
pull them to safety. You can demonstrate this as the learners watch, then have them
in the groups do the same.
4. It is advisable to have another grown up who knows how to swim with you in the
swimming area to help you keep an eye out for the learners, especially when you
are demonstrating concepts. This way, they will ensure the learners are safe, and
will pick out any issues that they may be having. This will help develop safety and
security for the learners.
5. As the learners discuss about ways to save someone drowning, this helps develop
their critical thinking and problem solving as well as communication and
collaboration. As the learners role play saving someone who is acting like they
are drowning, it helps develop creativity and imagination as well as learning to
155
learn. As the learners work together in the groups, it helps develop social cohesion
and citizenship. As learners learn the importance of the rescuing things being safe,
it helps develop health education as well as safety and security.
6. As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, have the learner clean up and change into their school uniforms.
If there are any resources that were used, have the learners help you carry them back to
where they can be kept safe.
Assessment
Encourage the learners to practise role playing rescuing more even during their free time.
Guide accordingly.
Lesson 7
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to play simple water games for
enjoyment, collaboration and peaceful co-existence.
Background information for the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the teaching and learning resources to be used include: the swimming pool, a
short rope, long ropes, one litre plastic bottle, small piece of timber, digital devices such as
computers and mobile phones, video clip of rescue items, oatation devices and a ve litre
jerrycan. If your school has limited resources, use the locally available materials to demonstrate
the different concepts. Ensure you carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Tell your friend some games that you can play while in the water.
156
b. Teacher’s activities
1. Ask the learners to discuss some games that can be played while in the water.
As they discuss, it helps develop communication and collaboration as well as
critical thinking and problem solving. Working together also helps develop
social cohesion and citizenship.
2. Ask the learners to name some games that they can play in water. They will be
stored safely simple games requiring the knowledge the learners have acquired so
far.
3. As the learners think through the games, this helps develop their critical thinking
and problem solving skills. It also helps develop the values of unity, responsibility
and peace.
4. Ask the learners to play some of the games they have suggested. Observe and guide
accordingly. They can be in groups, where they play together the games can involve
splashing water around, role playing rescuing a learner who is drowning as well as
playing with different items in the water. Ensure that the learners are safe all through
as they play and that they have fun. Playing together will help the learners develop
peaceful coexistence and enjoyment.
5. It is advisable to have another grown up who knows how to swim with you in
the swimming area to help you keep an eye on the learners, especially when you
are demonstrating concepts. This way, they will ensure the learners are safe, and
will pick out any issues that they may be having. This will help develop safety and
security for the learners.
6. Ensure you incorporate the physically disabled learners into the games. Ensure they
participate to the best of their ability and in a way that does not cause them harm
or ridicule.
7. If a learner suggests a game that the rest of the learners are not aware of, you can
ask that they demonstrate it to the class and the class imitates. This will help develop
self-esteem among the learners when they see their peers listen to them and imitate
their actions. It will also develop creativity and imagination among the learners
as they will want to have a new game to demonstrate. Ensure the learners recall the
need for maintaining safety as they play, which will enhance safety and security.
Insist on the need to report any cuts or wounds that they or the rest of the learners
get while in the swimming pool. Explain the dangers of carelessly handling cuts
or wounds, including contracting disease such as HIV and AIDS. This will be
promoting health education.
8. Playing the games helps develop creativity and imagination, communication
and collaboration as well as critical thinking. It also develops social cohesion
and citizenship as the learners learn to work together, and the values of unity,
respect, love, peace and responsibility.
157
Conclusion
At the end of the lesson, ask the learners clean up and change into their school uniforms. If
there are any resources that were used, have the learners help you carry them back to where
they can be kept safe.
Assessment
Encourage the learners play more games together, in their groups. Guide accordingly.
Lesson 8
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to observe caution while near water
bodies for own and others safety.
Background information for the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the teaching and learning resources to be used include: the swimming pool, a short
rope, long ropes, one litre plastic bottle, small piece of timber, digital devices such as
computers and mobile phones, video clip of rescue items, oatation devices and a ve litre
jerrycan. If your school has limited resources, use the locally available materials to demonstrate
the different concepts.
Learning activities
a. Learner’s activity
What are some of the dangers that can occur when you are close to the swimming
pool?
b. Teacher’s activities
1. Ask the learners to discuss what some of the dangers are when walking close
to a swimming pool. Listen to the responses they give. They can rst discuss
in groups of three, and then choose one learner from the groups to give the
responses given. Ensure you give a chance to as many learners as possible to
present their responses to the class. As they do this, it helps develop the self-
esteem of the learners.
158
2. As the learners discuss, they develop communication and collaboration
as well as critical thinking and problem solving skills among them. The
learners also develop creativity and imagination as they need to be creative to
think about the dangers. Working in groups also helps develop social cohesion
as well as citizenship.
3. The dangers that can be found by walking close to a swimming pool include:
a. One can easily slip and fall in the water.
b. One can easily slip from the water that is around the pool and fall down and
get injured.
c. One can be knocked down by the friends and thrown into the water.
d. If one is carrying something, it can easily be knocked over into the pool or
on the side of the pool and get damaged.
4. There are many other dangers that the learners can come up with. Encourage
responses that are relevant. Guide and correct accordingly.
5. You can also ask the learners to review some of the rules that they have learnt
in regards to swimming. Some of the rules are:
a. Do not throw litter into the swimming pool.
b. Do not attempt to swim if you cannot be able to. This will help you avoid
drowning.
c. Incase you feel sick, notify the teacher with you.
d. If you see someone showing the signs of drowning, report to the teacher
or facilitator with you immediately. You can also tell another learners and go
try to save them. Do not do it alone.
e. Do not go near the swimming pool with your shoes on.
f. Never go near the swimming pool alone without the guidance of a grown
up.
g. Do not carry any food or drink to the swimming pool.
h. Always ensure to change into your swimming costume before going to
swim.
i. Always follow the given instructions by the instructor.
j. Do not get into the swimming pool if you are sick, as it may get worse or be
transmitted to other learners in the pool.
k. Ensure you take a shower before and after leaving a swimming pool to
remove any dust and the chemicals found in the swimming pool.
l. Learners with physical impairments can also take place in swimming so long
as it does not affect or harm them.
m. Ensure you stretch before swimming to avoid injuring your muscles.
n. In case of any injuries when in the pool, report them immediately to the
teacher. Do not handle them as you might expose yourself to a lot more
harm.
159
o. There are many more rules that the learners can come up with. Ensure they
are correct.
6. Explain to learners to understand the importance of the rules. They also need
to follow all the rules when they are playing for their own security and safety
and that of their fellow learners.
7. As the learners think about the rules to be followed, this enhances critical
thinking and problem solving as well as creativity and imagination
among the learners. As they respond, this enhances communication and
collaboration. Knowledge about what to do in case of an accident while in
the swimming pool leads to development of health education. As the learners
work together, this helps develop social cohesion and citizenship as well as
the values of respect, responsibility, unity, peace and integrity.
Conclusion
At the end of the lesson, ask the learners clean up and change into their school uniform. If
there are any resources that were used, have the learners help you carry them back to where
they can be kept safe.
Assessment
Ask the learners to write down the rules discussed. They should then put them up in class
and ensure they refer to them
End of sub strand
Notes for the teacher
Check as the learners come up with items that they can use when saving someone who is
drowning. Encourage them to practise the skill to develop excellence.
Suggested community service learning activity to support learning through application
Learners to collect the plastic papers and bottles in the school, home and community
Suggested non-formal physical activities to support learning through application
Learners improvise oating devices using the locally available materials.
Suggested assessment
Oral questions and practical assessment.
160
Sub-strand 2.3 Basic swimming skills: Treading water
Number of lessons: 12 lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a. Explore the different ways of moving in water for water-condence.
b. Watch a video clip of people treading water for digital literacy.
c. Perform treading water for endurance, buoyance and for self-esteem.
d. Practise treading water for endurance, buoyance and for creativity.
e. Appreciate treading water for endurance and buoyance.
f. Establish relationships through while treading water for creativity.
g. Play simple water games for enjoyment, collaboration and peaceful co-
existence.
h. Obey pool rules for own and others safety.
Key inquiry question
1. State some pool rules.
2. Mention the parts of the body that are used for treading.
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
swimming skills:
1. Citizenship
2. Self-efcacy
3. Digital literacy
4. Learning to learn
5. Creativity and imagination
6. Communication and collaboration
7. Critical thinking and problem solving
Link to PCIs
1. ESD: DRR: Observing safety and security when playing water games.
2. Citizenship: Through cohesion, the learners learn to collaborate when playing
games.
3. Learner Support Program: Enhanced through games that involve swimming skills.
4. Health Education: HIV and AIDS: when wounds and cuts occur while playing
games, learners to report to the teacher and not handle them.
161
5. Life Skills: self-esteem: self–awareness enhanced by learners knowing themselves
and knowing the parts of the body involved in performing physical 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.
Links to other learning areas
1. Language activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to explore the different ways of
moving in water for water-condence.
Background information to the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the resources to be used are the swimming pool, oatation devices, digital devices
such as computers and mobile phones and video clips of people treading water for digital
literacy. If your school has limited resources, use the locally available materials. Remember
to always carry the emergency kit incase of accidents.
Learning activities
a. Learner’s activity
Tell your friend different ways that you can move in water.
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b. Teacher’s activities
1. Have learners tell each other the way they can move in water. Give them time to
discuss in pairs, then ask a few learners to stand and say what they discussed. As they
discuss, they develop communication and collaboration and critical thinking
and problem solving skills as well as learning to learn. By giving their peers a
chance to express their views, they develop self-esteem and the value of respect
among them.
2. The responses given include moving forward, backwards, up and down among
others. Ensure that the learners respond correctly.
3. You can also ask some leaners to demonstrate the different moves they have talked
about. Encourage as many learners to demonstrate the ways one can move in water.
You can also demonstrate and have the rest of the learners name what you are
doing.
4. It is advisable to have another grown up who knows how to swim with you in
the swimming area to help you keep an eye the learners, especially when you are
demonstrating concepts. This way, they will ensure that the learners are safe and will
pick out any issues that might arise. This will help in developing safety and security
for the learners.
5. Incorporate the learners with different physical impairments to participate in the
lesson to the best of their ability. They should however not get hurt or suffer ridicule
as they participate in the lesson.
6. As the learners discuss the different ways one can move in the water, they develop
their critical thinking and problem solving as well as communication and
collaboration. As the learners identify the different swimming directions, develop
critical thinking and problem solving as well as learning to learn. As the learners
demonstrate the different directions, they develop self efcacy as they feel good
that they know. By getting to know about the ways the body moves while in water,
they develop self-awareness.
7. As the learners work together, they develop values such as unity, peace, respect,
integrity and responsibility.
Conclusion
At the end of the lesson, have the learners clean up and change into their school uniforms.
If there are any resources that were used, ask the learners to help you carry them back to
where they can be kept safe.
Assessment
Ask the learners to discuss in groups other ways that one can move in the water. They can
then present their answers in the next lesson. Check their work and guide them accordingly.
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Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip of people
treading water for digital literacy.
Background information to the teacher
Before the lesson, make sure that you get a video clip of learners oating in water in different
positions. You can also have another clip where by treading is shown. Ensure that the digital
devices you are going to use are set and ready before the lesson. If you cannot be able to
have the video lesson, look for pictures which show the treading technique.
Suggested resources
Some of the resources to be used are the swimming pool, oatation devices, digital devices
such as computers and mobile phones and video clips of people treading water for digital
literacy. If your school has limited resources, use the locally available materials. Ensure you
carry the emergency kit in case of accidents.
Learning activities
a. Learner’s activity
Ask the learners if they have ever watched people performing any oating technique
before.
b. Teacher’s activities
1. Have learners respond to the above question. Give them time to discuss, then
ask a few learners to say what they discussed. As they discuss, they develop
communication and collaboration and critical thinking and problem solving
as well as learning to learn. From the answers they give, you will be able to know
how the much they have been exposed to the digital devices. This will help you plan
your lesson accordingly.
2. By giving their peers a chance to express their views, they develop self-esteem and
the value of respect among.
3. Ask the learners to assist in setting up the digital devices. As they this, they develop
a sense of responsibility and respect. This will also help them develop digital
literacy as they get a chance to handle the different technological devices. Helping
you also makes develop self efcacy as the feel proud that they helped and the
devices got to work.
4. Organise the class in a way that all them sit in positions where they can easily access
the digital device.
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5. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual impairments, you can have the clip in audio so they can follow
the proceedings as the rest of the learners watch. If there are learners with hearing
impairments, have the clip with subtitles so they can follow what is happening.
Assist the learners where need be.
6. Ask learners to ask the questions they developed as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, they
develop critical thinking and problem solving as well as communication and
collaboration skills. Working together helps themdevelop citizenship as well as
social cohesion.
7. In instances that there is no access to digital you can search for articles, pictures
and images from magazines and newspapers that show treading water. Arrange the
pictures in a way that helps develop knowledge as they view them.
8. Watching the clip helps the learners to develop digital literacy. As they respond
to what they have seen, they develop communication and collaboration, critical
thinking and problem solving as well as creativity and imagination. As the
learners work together, it fosters social cohesion and citizenship as well as values
such as respect, responsibility, unity and peace are fostered.
Conclusion
Ask learners to assist you in unplugging the digital devices. They can then arrange the room
to its original form before they started to watch the video and pick any litter they may have
thrown around.
Assessment
Ask the learners to share anything something they found interesting from the clip they
watched.
Lesson 3 and 4
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to perform treading water for
endurance, buoyance and for self-esteem.
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Background information to the teacher
This is both an oral and a practical lesson which requires the learners to build their creativity
as they play games which involve treading water. Let the learners tell you why they tread
water and some of the games they know which involve the treading skill. Group the learners
and let them play the games they know and later on, compete in their groups.
Suggested resources
Some of the resources to be used are: the swimming pool, oatation devices, digital devices
such as computers and mobile phones and video clips of people treading water for digital
literacy. If your school has limited resources, use the locally available materials.
Learning activities
a. Learner’s activity
Tell your friend what the learner in the picture below is doing.
b. Teacher’s activities
1. Provide the learners with an illustration like the one shown above. Provide a tactile
illustration for the visually impaired learners so that they can also be part of the
lesson.
2. Ask learners to say what they see in the picture. They can discuss in pairs, then
present their answers to the class. As the learners discuss in pairs, they develop
communication and collaboration as well as social cohesion skills.
3. The learners should be able to correctly identify the technique shown, which is
treading water.
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4. Ask learners who can demonstrate the oating technique to the rest. The others
should observe and if possible imitate the learners illustrating.
5. You can also demonstrate the techniques and ask the learner to imitate what you are
doing. Observe what they do and guide them accordingly. Have another grown up
with you in the swimming pool area who is also conversant with swimming. They
will help to ensure that the learners are safe as they imitate you in the swimming
pool. This will help to ensure safety and security.
6. Encourage the learners to perform treading water correctly. The procedure is as
follows:
a. To be able to tread properly, you need to recall the sculling in water that you did
as well as how to kick in water. These are the two basic skills involved.
b. You can choose to use a otation device that you can support yourself with
around your chest and back. Using the device, perfect the sculling and the utter
kicks. The two, sculling and utter kicks need to happen at the same time.
c. When you feel you can, you can remove the otation devices and tread on your
own.
7. Ensure that the learners are able to balance correctly in water. If need be, review the
skill of sculling that the learners learnt earlier.
8. Incorporate learners with different physical impairments to participate in the lesson
to the best of their ability. They should however not get hurt or suffer ridicule as
they take part in this activity.
9. Learners with special needs such as the slow learners should be given more time to
perfect the skill. As for the fast learners, ask them to tread water for longer and also
help the learners who still have not understood the skill.
10. As the learners think about treading, they develop critical thinking and problem
solving as well as communication and collaboration. As the learners review and
perfect the skills necessary to tread well in water, they develop critical thinking
and problem solving as well as learning to learn. As the learners demonstrate the
skill to the rest of the learners, they develop self efcacy as they feel good about
what they are able to do.
11. As the learners work together, develop values such as unity, peace, respect, integrity
and responsibility.
Conclusion
After the exercise, ask the learners to clean up and change back into their school uniforms.
If there are any resources that were used, have the learners help you carry them back to
where they can be kept safe.
Assessment
Have the learners tread water correctly. They can practise during their free time to achieve
buoyance.
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Lesson 5 and 6
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to obey pool rules for own and
others safety.
Background information for the teacher
This lesson is going to help the learners understand the rules that they should observe when
they go to the swimming pool. The lesson is also going to help the learners know what they
should do or not do when treading in water. If the school’s swimming pool does not have
the rules stuck somewhere near the pool, write them down before the lesson on a manila
paper. You can choose to have the lesson either in class or near the swimming pool.
Suggested resources
Swimming pool
Learning activities
a. Learner’s activity
Say 5 things you should not do when in the swimming pool.
b. Teacher’s activities
1. Let the learners discuss the instructions given at the swimming pool. Listen to
the rules they give. They can rst discuss in groups of three and then choose
one learner from the groups to give the responses given. Ensure that you give
a chance to as many learners as possible to present their responses to the class.
This helps them develop self-esteem.
2. As the learners discuss, they develop communication and collaboration as
well as critical thinking and problem solving skills. The learners also develop
creativity and imagination as they them think about the rules for swimming.
Working in groups also helps develop social cohesion as well as citizenship.
3. There are many things that the learners should not do when in the pool area.
The following are some of them.
a. Do not throw litter into the swimming pool.
b. Do not go near the swimming pool with your shoes on.
c. Never go near the swimming pool alone without the guidance of a grown up.
d. Do not carry any food or drink to the swimming pool.
e. Always ensure that you change into your swimming costume before going to swim.
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f. Always follow the instructions given by the instructor.
g. Do not get into the swimming pool if you are sick, as you might get worse or
your disease be transmitted to other learners in the pool.
h. Ensure that you take a shower before and after leaving the swimming pool to
remove any dust and the chemicals found in the swimming pool.
i. Learners with physical impairments can also take part in swimming so long as it
does not affect or harm them.
j. When doing the leg action, ensure that there are no other learners close to you
as you both might get injured.
k. Ensure that you stretch before swimming to avoid injuring your muscles.
l. In case of any injuries when in the pool, report them immediately to the teacher.
Do not handle them as you might expose yourself to more harm.
There are many more rules that the learners can come up with. Ensure they are
correct.
4. Help the learners to understand the importance of the rules. They also need to
follow all the rules when they are playing for their own security and safety and
that of their fellow learners.
5. Ask the learners to tread correctly as they follow the rules they have discussed.
Observe and guide accordingly.
6. As the learners to tell each other why the rules to be followed are important.
This enhances critical thinking and problem solving as well as creativity
and imagination among the learners. As they respond, they enhance their
communication and collaboration skills. Knowledge about what to do in
case of an accident while in the swimming pool leads to development of health
education. As the learners work together, they develop social cohesion and
citizenship as well as the values of respect, responsibility, unity, peace and
integrity.
Conclusion
At the end of thelesson, ask the learners to research on what they should not do when
treading in water in group. Let them present their ndings in class during the next lesson.
Assessment
Ask the learners to write down the treading rules they have researched on. They should put
them in class and refer to them every time.
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Lesson 7 and 8
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to practise treading water for
endurance, buoyance and for creativity.
Background information to the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the resources to be used are the swimming pool, oatation devices, digital devices
such as computers and mobile phones and video clips of people treading water for digital
literacy. If your school has limited resources, use the locally available materials.
Learning activities
a. Learner’s activity
Say how the utter kicks help in treading.
b. Teacher’s activities
1. Let the learners discuss in pairs, then ask a few learners to say what they discussed.
As they discuss, they develop communication and collaboration and critical
thinking and problem solving. By giving their peers a chance to express their
views, they develop self-esteem and the value of respect among themselves.
2. Encourage learners to give their responses. This will help develop the learners’ self-
esteem as well as communication and collaboration.
3. As the learners respond, you get to know if they understood treading water. The
utter kicks help with keeping the body aoat. Ensure that the learners get to
understand this.
4. Let the learners perform treading water for longer. You can time them as they do
this. For example you can give them 5 minutes then they take a break. You can
keep increasing the time the learners tread. Check what they do and guide them
accordingly.
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5. It is advisable to have another grown up with you in the swimming pool area who
is also conversant with swimming. They can help ensure that the learners are safe as
they imitate and also take note of any other issues in the swimming pool. This will
further help ensure safety and security.
6. Incorporate the learners with different physical impairments to participate in the
lesson.
7. As the learners practise the technique, they develop critical thinking and problem
solving as well as communication and collaboration and creativity and
imagination as well as learning to learn. As the learners demonstrate to the rest
of the learners, self efcacy. As the learners work together in the groups, social
cohesion as well as citizenship.
8. As the learners also work together, they develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, ask the learners to clean up and change into their school uniform.
If there are any resources that were used, have the learners help you carry them back to
where they can be kept safe.
Assessment
The learners should be encouraged to practise treading more to attain buoyance and endurance.
For the learners who still have not understood, demonstrate again the skill again until they
gain mastery.
Lesson 9 and 10
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate treading water for endurance
and buoyance.
Background information to the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
171
Suggested resources
Some of the resources to be used are: the swimming pool, oatation devices, digital devices
such as computers and mobile phones and video clips of people treading water for digital
literacy. If your school has limited resources, use the locally available materials.
Learning activities
a. Learner’s activity
Tell your friend reasons why treading water is important.
b. Teacher’s activities
1. Give learners time to discuss in pairs on the importance of treading water, then
ask a few learners to say what they discussed. As they discuss, they develop
communication and collaboration and critical thinking and problem solving
among the learners. By giving their peers a chance to express their views, this helps
develop self-esteem and the value of respect among themselves.
2. Encourage as many learners as possible to stand and give their responses. This will
help them develop their’ self-esteem as well as communication and collaboration.
3. Ensure the responses they give are related to treading. Some of the responses you
should include:
a. It helps in exercise.
b. It helps you to feel secure when in the water.
c. It gives you a chance to relax in the middle of a swim.
d. You can still be able to cover distances as you tread water, though the distance
covered is short.
4. There are many more responses that the learners can come up with. Encourage
them to respond as this demonstrates creativity and imagination as well as critical
thinking and problem solving among the learners.
5. Ask the learners to compete in showing their mastery of treading. Applaud the best
learners and encourage the rest to build their strength and speed.
6. As the learners practise the technique, they develop critical thinking and problem
solving as well as communication and collaboration. As the learners nd reasons
to appreciate treading, it also helps develop creativity and imagination as well
as learning to learn. As the learners demonstrate to the rest of the learners, it
develops self efcacy as the learners feel good. As the learner work together in the
groups, it helps develop social cohesion as well as citizenship.
7. As the learners work together, develop values such as unity, peace, respect, integrity
and responsibility.
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Conclusion
At the end of the lesson, have the learner clean up and change back into their school
uniforms. If there are any resources that were used, have the learners help you carry them
back to where they can be kept safe.
Assessment
Ask the learners to nd out more reasons why treading is important. They can discuss with
their friends and parents. They can then present their answers to the class in the next lesson.
Lesson 11 and 12
Time: 60 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
• Establish relationships while treading water for creativity.
• Play simple water games for enjoyment, collaboration and peaceful co-existence.
Background information for the teacher
This is both an oral and a practical lesson which requires the learners to build their creativity
as they play games which involve treading water. Let the learners tell you why they tread
water and some of the games they know which involve the treading skill. Group the learners
and let them play the games they know and later on, compete in their groups. Ensure the
learners are always in the correct swimming costume as they get into the swimming pool
and that they follow the swimming rules.
Suggested resources
Some of the resources to be used are the swimming pool, oatation devices, digital devices
such as computers and mobile phones and video clips of people treading water for digital
literacy. If your school has limited resources, use the locally available materials.
Learning activities
a. Learner’s activity
Ask your friend some water games they know.
b. Teacher’s activities
1. Let the learners carry out the exercise above in pairs then let a few learners give their
responses infront of the class. As they discuss, they develop communication and
collaboration as well as critical thinking and problem solving. Working together
also helps them develop social cohesion and citizenship.
173
2. Ask the learners to name some water games that they know.
3. As the learners think through the games, they develop critical thinking and
problem solving. They also develop the values of unity, responsibility and peace.
4. Ask the learners to play some of the water games they have suggested. Observe and
guide them accordingly. They can be in groups or pairs. The games should however
incorporate treading water. Check and guide them accordingly.
5. If a learner suggests a game that the rest of the learners are not aware of, you can
ask that they demonstrate it to the class and the class imitates. This will help the
learners develop self-esteem when they see their peers listen to them and imitate
their actions. It will also help them develop creativity and imagination as they
all will want to help them come up with a new game to demonstrate. Ensure that
the learners recall the need for maintaining safety as they play, which will enhance
safety and security. Insist on the need to report any cuts or wounds that they or
the rest of the learners get while in the swimming pool. Explain the dangers of
failing to this, including contracting HIV and AIDS. This will be promoting health
education.
7. Playing the games helps develop creativity and imagination, communication
and collaboration as well as critical thinking. It also develops social cohesion
and citizenship as the learners learn to work together and the values of unity,
respect, love, peace and responsibility.
Conclusion
At the end of the lesson, have the learners to clean up and change back into their school
uniforms. If there are any resources that were used, have the learners help you carry them
back to where they can be kept safe.
Assessment
Encourage the learners to play more games even during their free time. This way, they will
continue establishing relationships with the fellow learners as they perfect treading as a
swimming skill.
End of sub strand
Notes to the teacher
For one to tread well in water, they need the skills of sculling and utter kicks.
I. To scull water, one needs to extend their arms sideways at shoulder level and then
sweep them forward and backward at the water surface. Push against the water with
your palms. The pressure of your palms and forearms against the water creates
some lift that keeps your body aoat.
II. To utter kick, kick alternatively with each leg forward then backward. Your feet
should point toward the bottom of the pool.
Ensure you demonstrate these skills to the learners so they can tread correctly.
174
Suggested community service learning activities
Learners to visit water bodies in the community and to draw what they see.
Suggested non-formal physical activities to support learning
Learners to play water games while treading.
Suggested assessment
Oral questions and practical assessment
175
Sub-Strand 2.3: Basic swimming skills: Horizontal oat (back
oat)
Number of lessons:12 lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a. Name some objects that may oat in water.
b. Perform the horizontal oat technique in water for survival.
c. Practise oating in water using the horizontal oat for excellence.
d. Appreciate oating on water in different directions using the horizontal oat
for survival.
e. Play simple water games for enjoyment, collaboration and peaceful co-
existence.
f. Obey swimming pool rules for own and others safety.
Key inquiry questions
1. Name different positions for oating in water.
2. Why is it important to oat in water?
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
swimming:
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 PCIs
1. ESD: DRR: Observing safety and security when playing water games.
2. Citizenship: The learners learn cohesion as they collaborate when playing games.
3. Learner Support Program: Enhanced through games that involve swimming skills.
4. Health Education: HIV and AIDS: when wounds and cuts occur while playing
games learners to report to the teacher and not handle them.
5. Life Skills: self-esteem: self–awareness enhanced by learners knowing themselves
and knowing the parts of the body involved in performing physical activities.
176
Link to values
Exhibit responsible behaviour that respects self and others during physical activities by
displaying such values as integrity, respect, responsibility, peace, unity and love.
Links to other learning areas
1. Language activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to name some objects that may oat
in water.
Background information to the teacher
This lesson is going to teach learners some of the things that oat in water. In preparing
for this lesson get many things that oat in water and those that sink in water. You can also
get a big basin to demonstrate this in class. Bring to class some of the things that can oat
in water including oating tubes and coats. Ask the learners to group the items into two:
things that oat in water and things that sink in water. Then, put the things in the basin of
water to prove if the learners’ grouping was right. Let the learners know that they can also
oat in water and that treading water is also a way of oating in water.
Suggested resources
Some of the resources to be used are the swimming pool, otation devices.
177
Learning activities
a. Learner’s activity
1. Name the items shown below.
2. Tell your friend of the things that oat in water and which ones sink.
178
b. Teacher’s activities
1. Provide the learners with the illustrations above. Provide real objects for the visually
impaired learners so that they can also be part of the lesson.
2. Ask learners to say what they see in the pictures. Let them discuss in pairs, then
present their answers to the class. As the learners discuss in pairs, they develop
communication and collaboration as well as social cohesion.
3. Have the learners rst name the items shown in the pictures given. Correct them
accordingly. Then, ask them to say the items that can sink in water and the things
that can oat. Guide accordingly. Ensure that they correctly differentiate the items
that can sink and that oat.
4. Challenge the learners, in groups of four, to think of different things in the school
or around the swimming pool area. Once they come up with the items, they should
then differentiate if the items in the list oat or sink. If they are not sure, let them
experiment, by putting the different things in water then see what sinks and what
does not. Check what they do and guide them accordingly.
5. As the learners discuss about the items that oat in water, they develop critical
thinking and problem solving as well as communication and collaboration.
As the learners identify whether the items oat or sink, they develop creativity and
imagination as well as learning to learn.
6. As the learners work together, they develop values such as unity, peace, respect,
integrity and responsibility.
Conclusion
At the end of the lesson, learners help you carry the items you brought to class back to
where they can be kept safe.
Assessment
Tell the learners in groups to write down the items that oat and those that sink from their
experiment.
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip of learners
performing the horizontal oat in swimming for digital literacy.
Background information to the teacher
Before the lesson, make sure that you get a video clip of learners oating in water in different
positions. You can also have another clip where by the horizontal oat is been addressed.
Ensure that the digital devices you are going to use are set and ready before the lesson. If
you cannot be able to have the video lesson, look for pictures which show the horizontal
oat technique.
179
Suggested resources
Some of the resources to be used are the swimming pool, otation devices, digital devices
such as computers and mobile phones, video clips of the horizontal oat for digital literacy
and pebbles.
Learning activities
a. Learner’s activity
1. Have you watched a recorded swimming contest before?
2. How were the people swimming?
b. Teacher’s activities
1. Let the learners respond to the above questions in pairs. Give them time to discuss,
then ask a few learners to say what they discussed. As they discuss, they develop
communication and collaboration and critical thinking and problem solving
among the learners well as learning to learn. From the answers given, you will be
able to know how much exposure the learners have to digital devices. This will help
you plan your lesson accordingly.
2. By giving their peers a chance to express their views, this helps develop self-esteem
and the value of respect.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist you in setting up the digital devices. As they do this,
they develop a sense of responsibility and respect. This also helps them develop
digital literacy as they get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that
they helped.
5. Ask learners to note down any questions they have as they watch the clip. They
can also take note of the most interesting parts of the video. For those with visual
impairments, you can have the clip in audio so that they can follow the proceedings
as the rest of the learners watch. If there are learners with hearing impairments,
have the clip with subtitles so that they can follow what is happening. Assist where
necessary.
6. Ask learners to ask the questions they have. If the questions are too many, you can
have them watch the clip again to get answers for the questions. If the questions are
not too complex, you can have the learners in groups to sit and discuss and come
up with the answers. As they discuss, critical thinking and problem solving as
well as communication and collaboration. Working together also helps develop
citizenship as well as social cohesion.
7. In instances where there are technological, challenges search for articles, pictures
and images from magazines and newspapers that show the horizontal oat in
swimming. Arranges the pictures in a way that helps knowledge as they them.
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8. Watching the clip helps the learners develop digital literacy. As they respond
to what they have seen, this helps develop communication and collaboration,
critical thinking and problem solving as well as creativity and imagination. As
the learners work together, it fosters social cohesion and citizenship as well as
values such as respect, responsibility, unity and peace are fostered.
Conclusion
Ask the learners to assist you in unplugging the digital devices. They can then restore the
room to its original form before they started to watch the video and pick any litter they may
have thrown around.
Assessment
Ask the learners to tell each other anything they found interesting from the clip they have
watched.
Lesson 3 and 4
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform the horizontal oat
technique in water for survival.
Background information to the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the resources to be used are the swimming pool, otation devices. If your school has
limited resources, use the locally available materials to demonstrate the different concepts.
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Learning activities
a. Learner’s activity
Tell your friend what the person in the picture below is doing.
b. Teacher’s activities
1. Provide the learners with the illustration above. Provide a tactile illustration for the
visually impaired learners so they can also be part of the class discussion.
2. Ask learners to tell each other what they can see in the picture. As the learners in
pairs, they develop communication and collaboration as well as social cohesion
skills.
3. The learners should be able to correctly identify the technique shown, which is the
horizontal oat or the back oat.
4. Ask some learners demonstrate the oating technique to the rest. The others should
observe and if possible imitate the actions.
5. You can also demonstrate the technique and ask the learners to imitate what you are
doing. Guide them accordingly. It is advisable to have another grown up with you
in the swimming pool area who is also conversant with swimming. They can help to
ensure that the learners are safe as they imitate and also take note of any other issue
in the swimming pool. This will further help ensure safety and security.
6. Encourage the learners to perform the horizontal oat. It follows the following
procedure:
i. Lie face down on the water’s surface.
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ii. Extend arms to your sides and bend the elbows so your hands are forward
and close to your head.
iii. Spread your legs apart.
iv. When you want to breathe, exhale while using your arms to push down on
the water as if you were pressing yourself off the ground. Lift your head up
and back and take a breath. Lower your head back into the water until the
face is submerged.
7. Guide learners to master this move. Ensure that the body is oating on the water in
the correct way.
8. Learners with special needs such as the slow learners should be given more time
to perfect the skill. As for the fast learners, ask that they oat for longer and if
possible, help the slow learners understand the skill.
9. As the learners think about the horizontal oat, they develop critical thinking and
problem solving as well as communication and collaboration. As the learners
identify the procedure and follow it, develop creativity and imagination as well
as learning to learn. As the learners demonstrate to the rest they develop self
efcacy as the feel good that they know the technique.
10. As the learners work together, they develop values such as unity, peace, respect,
integrity and responsibility.
Conclusion
Tell the learner clean up and change back into their school uniforms.
Assessment
Have the learners demonstrate the horizontal oat. They can practise during their free time
to achieve excellence.
Lesson 5 and 6
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to obey swimming pool rules for
own and others safety.
Background information to the teacher
This lesson is meant to remind the learners the rules they should observe in the swimming
pool. More importantly, it is meant to familiarise the learners with the rules they should
observe when practising the horizontal oat technique. Let the learners know that horizontal
oat is one of the survival techniques during emergencies, hence, the need to do it in the
right way. You can teach the rules in class and later have the learners practise it in the
swimming pool.
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Suggested resources
Some of the resources to be used are the swimming pool, otation devices, digital devices
such as computers and mobile phones, video clips of the horizontal oat for digital literacy
and pebbles. If your school has limited resources, use the locally available materials to
demonstrate the different concepts.
Learning activities
a. Learner’s activity
Discuss some of the rules to follow when swimming.
b. Teacher’s activities
1. Let the learners discuss some of the rules to be followed when swimming. They
can rst discuss in groups of three and then choose one learner from the groups
to say what they have disscused. Ensure that you give a chance to present their
responses to the class. As they do this, it helps develop the self esteem of the
learner.
2. As the learners discuss, they develop communication and collaboration as
well as critical thinking and problem solving skills. The learners also develop
creativity and imagination as they think about rules swimming. Working in
groups also helps develop social cohesion as well as citizenship.
Some of the rules are:
a. Do not throw litter into the swimming pool.
b. Do not go near the swimming pool with your shoes on.
c. Do not attempt to swim if you are not able to. This will help you avoid
drowning.
d. Incase you feel sick, notify the teacher with you.
e. If you see someone showing the signs of drowning, report to the teacher
or facilitator with you immediately. You can also tell other learners and
together go try to save them. Do not do it alone.
f. Never go near the swimming pool alone without the guidance of a grown up.
g. Do not carry any food or drink to the swimming pool.
h. Always ensure that you change into your swimming costume before going
to swim.
i. Always follow the given instructions by the instructor.
j. Do not get into the swimming pool if you are sick, as it may get worse or
be transmitted to other learners in the pool.
k. Ensure you take a shower before and after leaving a swimming pool to
remove any dust and the chemicals found in the swimming pool.
l. Learners with physical impairments can also take place in swimming so
long as it does not affect or harm them.
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m. Ensure you stretch before swimming to avoid injuring your muscles.
n. Incase of any injuries when in the pool, report them immediately to the
teacher. Do not handle them as you might expose yourself to a lot more
harm.
There are many more rules that the learners can come up with. Ensure that
they are correct.
3. Explain to the learners the importance of the rules. They also need to follow all
the rules when they are on the swimming pool area for their own security and
safety and that of their fellow learners.
4. Ask the learners to demonstrate their mastery of the horizontal oat. You can
also ask the learners with impairments who cannot go in the water to check the
way the other learners swim and pick out any issues they observe. This will help
facilitate learners’ support program through water games.
5. As the learners think about the rules to be followed, their critical thinking
and problem solving as well as creativity and imagination is enhanced. As
they respond, this enhances communication and collaboration skills are
enhanced. Knowledge about what to do in case of an accident while in the
swimming pool leads to development of health education. As the learners
work together, they develop social cohesion and citizenship as well as the
values of respect, responsibility, unity, peace and integrity.
Conclusion
At the end of the lesson, have the learner clean up and change back into their school
uniforms. If there are any resources that were used, have the learners help you carry them
back to where they can be kept safe.
Assessment
Ask the learners to write down the rules their own swimming rules. Tell them to stick the
rules on their notice board.
Lesson 7 and 8
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to practise oating in water using
the horizontal oat for excellence.
Background information to the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
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for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the resources to be used are the swimming pool, otation devices, digital devices
such as computers and mobile phones, video clips of the horizontal oat for digital literacy
and pebbles. If your school has limited resources, use the locally available materials to
demonstrate the different concepts.
Learning activities
a. Learner’s activity
Give reasons why it is important to know how to oat.
b. Teacher’s activities
1. Let the learners give their reasons in pairs. Pick a few learners and say their passions.
Infront of the clas the learsners work in pairs, they develop communication and
collaboration and critical thinking and problem solving. By giving their peers a
chance to express their views, develop self-esteem and the value of respect among
the learners.
2. Encourage learners to give their responses. This will help develop the learners’ self-
esteem as well as communication and collaboration.
3. Listen to the responses the learners come up with. Ensure that they are relevant and
correct. Some of the responses include:
a. Floating enables one to relax
b. Floating helps one nd their own buoyancy.
c. Floating helps one to relax as they move in the water.
There are many other reasons why oating is important. Ensure that the learners get
to give correct responses.
4. Give learners reasons why the horizontal oat is important. Some of the reasons
include it helps conserve energy as one is simply oating and also one can rest if
they have to swim for too long.
5. Ask the learners to perform the horizontal oat. They can also practise the oat in
pairs, where the learners compete how long they can maintain the oat. Encourage
them to know that the more they oat the more they develop excellence.
6. It is advisable to have another grown up with you in the swimming pool area who
is also conversant with swimming. They can help ensure that the learners are safe as
they observe and also take note of any other issue in the swimming pool. This will
further help ensure safety and security.
7. As the learners practise the technique, they develop their critical thinking and
problem solving as well as communication and collaboration. As the learners
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think of the reasons why oating is important, they develop creativity and
imagination as well as learning to learn. As the learners demonstrate to the rest of
the learners, self efcacy as the learners feel good. As the learners work together
in the groups, they develop social cohesion as well as citizenship.
8. As the learners also work together, they develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, have the learners clean up and change into their school uniform.
If there are any resources that were used, have the learners help you carry them back to
where they can be kept safe.
Assessment
The learners should be encouraged to practise the horizontal oat.
Lesson 9 and 10
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to appreciate oating on water in
different directions using the horizontal oat for survival.
Background information to the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the resources to be used are the swimming pool, video clips of the horizontal oat
for digital literacy and pebbles.
Learning activities
a. Learner’s activity
Discuss with your friend some times when the horizontal oat is important.
b. Teacher’s activities
1. Tell the learners in pairs, then ask a few learners to stand and say what they discussed.
As the learners discuss, they develop communication and collaboration and
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critical thinking and problem solving. By taking turn to express their views,
develop self-esteem and the value of respect.
2. Encourage learners to give their responses. This will help develop the learners’ self-
esteem as well as communication and collaboration.
3. Guide the responses the learners give to be about situations when the horizontal
oat is important. They will give responses like: it helps one relax especially when
stranded in the open waters, it helps one conserve energy when they have to swim
far, among others.
4. There are many more responses that the learners can come up with. Encourage the
learners’ responses.
5. Incorporate the learners with different physical impairments to participate in the
lesson to the best of their ability. They should however not get hurt or suffer ridicule
as they play.
6. As the learners practise the technique, they develop their critical thinking and
problem solving as well as communication and collaboration. As the learners
think of scenarios where the technique is important, they develop creativity and
imagination as well as learning to learn. As the learners demonstrate to the rest
of the learners, theyb develop self efcacy as the learners feel good. As the learners
work together in groups, they develop social cohesion as well as citizenship.
7. As the learners also work together, they develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, ask a few learners to mention the directions in which they can
practise horizontal oatation. Tell them to practise the directions during their.
Assessment
You can ask the learners in groups of three to enact some situations that show the importance
of the horizontal oat.
Lesson 11 and 12
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to play simple water games for
enjoyment, collaboration and peaceful co-existence.
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Background information for the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the resources to be used are the swimming pool, otation devices, digital devices such
as computers and mobile phones, video clips of the horizontal oat for digital literacy and
pebbles. If your school has limited resources, use the locally available materials to demonstrate
the different concepts.
Learning activities
a. Learner’s activity
Ask your friend to tell you some of the games that you play using the horizontal
oat.
b. Teacher’s activities
1. Tell the learners to talk about the games they can paly using. As they discuss, it
helps develop communication and collaboration as well as critical thinking
and problem solving skills. Working together also helps them develop social
cohesion and citizenship.
2. Ask the learners to name some games that they can play that incorporate the
horizontal oat.
3. As the learners think through the games, this helps develop their critical thinking
and problem solving. It also helps develop the values of unity, responsibility and
peace.
4. Ask the learners to play some of the games they have suggested. Be sure to observe
and guide accordingly. They can play be in groups, where they play together. Ensure
the games incorporate the horizontal oat. Guide accordingly.
5. Ensure you incorporate the physically impaired learners into the games. Ensure they
participate to the best of their ability and in a way that does not cause them harm
or ridicule.
6. If a learner suggests a game that the rest of the learners are not familiar, with
ask him or her to demonstrate it to the class and the class imitates. This will help
develop self-esteem other learners see their peers listen to them and imitate their
actions. It will also develop creativity and imagination among the learners as they
new game to demonstrate. Ensure that the learners recall the need for maintaining
safety as they play, which will enhance safety and security. Insist on the need to
report any cuts or wounds that they might get while in the swimming pool. Explain
the dangers of falling to do this, including contracting HIV and AIDS. This will
promote health education.
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7. Playing games helps develop creativity and imagination, communication and
collaboration as well as critical thinking. It also develops social cohesion and
citizenship as the to work together helps them and the values of unity, respect,
love, peace and responsibility.
Conclusion
At the end of the lesson, the learners to clean up and change back into their school uniforms.
If there are any resources that were used, have the learners help you carry them back to
where they can be kept safe.
Assessment
Ask the learners to play more games that incorporate the horizontal oat. Check what they
do and guide them accordingly.
End of sub-strand
Suggested community service learning activity to support learning through application
Learners to drain stagnant water around the school, home and community.
Suggested non-formal physical activity to support learning through application
Learners to join in the school swimming gala.
Suggested assessment
Oral questions and practical assessment
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Sub-strand 2.4 Basic swimming skills: Gliding
Number of lessons: 6 lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a) Name some animals that live in water.
b) Watch a video clip of people gliding in water for digital literacy.
c) Perform gliding in water for condence.
d) Practise gliding in water for self-esteem.
e) Appreciate gliding in water for creativity.
f) Establish relationships while gliding in water for creativity and imagination.
g) Play simple water games for enjoyment creativity and peaceful co-existence.
h) Obey rules while playing water games for own and others safety.
Key inquiry questions
1. Mention ways in which a person can move in water.
2. Name some of the animals you know that live in water.
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
swimming:
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 PCIs
1. ESD: DRR: Observing safety and security when playing games.
2. Citizenship: Through cohesion, the learners learn to collaborate when playing
games.
3. Learner support program: Enhanced through games that involve swimming skills.
191
4. Health Education: HIV and AIDS: when wounds and cuts occur while playing
games learners to report to the teacher and not handle them.
5. Life Skills: self-esteem: self–awareness enhanced by learners knowing themselves
and knowing the parts of the body involved in performing physical activities.
Link to values
Exhibit responsible behaviour that respects self and others during physical activities by
displaying such values as integrity, respect, responsibility, peace, unity and love.
Links to other learning areas
1. Language activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematical activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to name some animals that live in
water.
Background information to the teacher
Prepare the lesson by looking for picture cut-outs of different animals. Let the learners
group the animals into those that live in water in one group and those that do not live in
water in another group. Ask the learners to tell each other how these animals manage to
live and move around in water. Explain to the learners that water animals move differently
in water. You can show them a short video of a sh moving in water. After watching the
video tell a few learners to demonstrate how the sh was moving in class. In a simple way,
introduce to the learners the concept of gliding in water.
Suggested resources
Some of the resources to be used are the swimming pool, digital devices such as computers
and mobile phones and video clip of people performing other learners gliding in water for
digital literacy. If your school has limited resources, use the locally available materials to
demonstrate the concepts.
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Learning activities
a. Learner’s activity
Tell your friend some animals that live in water.
b. Teacher’s activities
1. Ask the learners to tell each other the animals that line in water. Ask a few learners
to what they have discussed. As they discuss, they develop communication and
collaboration and critical thinking and problem solving. By giving their peers
a chance to express their views, this helps develop self-esteem and the value of
respect.
2. Ask the learners to write down the names of the animals they identied on a manila
paper and stick them on their learning corner.
3. Ask the learners to draw the water animals they have named in their groups. Check
their drawings.
4. Incorporate the learners with different physical impairments to participate in the
lesson to the best of their ability.
5. As the learners discuss about the animals that live in water, this helps develop
their critical thinking and problem solving as well as communication and
collaboration. As the learners draw the animals, it also helps develop creativity
and imagination as well as learning to learn and self efcacy as the learners feel
good that they know the animals.
6. As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
Conclude the lesson by asking the learners to write down how they think the animals move
in water.
Assessment
Check answers the have given and correct them accordingly.
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip of people
gliding in water for digital literacy.
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Background information to the teacher
Before the lesson, make sure that you get a video clip of learners oating in water in different
positions. You can also have another clip where gliding is shown. Ensure that the digital
devices you are going to use are set and ready before the lesson. If you cannot be able to
have the video lesson, look for pictures which show the horizontal oat technique.
Suggested resources
Some of the resources to be used are the, digital devices such as computers and mobile phones
and video clip of people performing other learners gliding in water for digital literacy.
Learning activities
a. Learner’s activity
Ask the learners if they have ever watched people gliding in water before. Ask
them to explain what the people were doing.
b. Teacher’s activities
1. Give them time to explain what they watched. As they discuss, it helps develop
communication and collaboration and critical thinking and problem solving
among the learners well as learning to learn. From the narration given, you will be
able to know how much exposure the learners have to digital devices. This will help
you plan your lesson accordingly.
2. By giving their peers a chance to express their views, the learner develop self-esteem
and the value of respect.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist you in setting up the digital devices. As they are doing this,
they develop a sense of responsibility and respect. This also help them develop
digital literacy as the learners get a chance to handle the different technological
devices.
5. Ask the learners to note down any questions they may have as they are watching the
clip. They can also take note of the most interesting parts of the video. For those
with visual impairments, you can have the clip in audio so that they can follow the
proceedings as the rest of the learners watch. If there are learners with hearing
impairments, have the clip with subtitles so that they can follow what is happening.
Be sure you are there to assist where need be.
6. Ask learners to ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, they
develop critical thinking and problem solving as well as communication and
collaboration. Working together also helps them develop citizenship as well as
social cohesion.
7. Search for articles, pictures and images from magazines and newspapers that show
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gliding in water. Combine the pictures in a way that helps the learners develop
knowledge as the learners view them.
8. Watching the clip helps the learners develop digital literacy. As they respond
to what they have seen, this helps develop communication and collaboration,
critical thinking and problem solving as well as creativity and imagination. As
the learners work together, social cohesion and citizenship as well as values such
as respect, responsibility, unity and peace are fostered.
Conclusion
Ask the learners to assist you in unplugging the digital devices. They can then restore the
room to its original form before they started to watch the video and pick any litter they may
have thrown around.
Assessment
Ask the learners to write down the meaning of glinding in water in their notebooks.
Lesson 3
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
1. Perform gliding in water for condence:
2. Practise gliding in water for self-esteem.
Background information to the teacher
This is both an oral and a practical lesson which requires the learners to build their creativity
as they play games which involve gliding in water. Let the learners tell you why they tread
water and some of the games they know which involve the gliding skill. Group the learners
and let them play the games they know and later on, compete in their groups.
Suggested resources
Swimming pool
Learning activities
a. Learner’s activity
Tell your friend what the learner in the picture below is doing.
195
b. Teacher’s activities
1. Provide the learners with an illustration like the one shownabove. Provide a tactile
illustration for the visually impaired learners so they can also be part of the lesson.
2. Ask learners to say what they can see in the picture in pairs. As the learners discuss in
pairs, they develop communication and collaboration as well as social cohesion
among the learners.
3. The learners should be able to correctly identify the technique shown, which is
gliding in water.
4. Ask some learners who can to demonstrate the gliding technique to the rest. The
others should observe and if possible imitate the actions.
5. You can also demonstrate the techniques and ask the learner to imitate what you are
doing.
6. Encourage the learners to perform gliding. They can start slowly and practise more
to be able to glide further distances. Check and guide them accordingly.
7. Guide learners to master this move. The fast learners can practise more as well as
help the slow learners master the skill. This will help build their condence and self-
esteem.
8. Incorporate the learners with different physical impairments to participate in the
lesson to the best of their ability. They should however not get hurt or suffer ridicule
as they glide.
9. As the learners think about gliding, they develop critical thinking and problem
solving as well as communication and collaboration. As the learners identify the
procedure, it also helps them develop critical thinking and problem solving as
well as learning to learn skills. As the learners demonstrate to other learners, they
develop self efcacy.
10. As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility.
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Conclusion
At the end of the lesson, ask the learners clean up and change back into their school
uniforms.
Assessment
Have the learners note down what one needs to do in order to glide successfully.
Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lessons, the learner should be able to obey rules while playing water
games for own and others safety.
Background information to the teacher
This lesson is meant to remind the learners the rules they should observe in the swimming
pool. More importantly, it is meant to familiarise the learners with the rules they should
observe when practising gliding technique. Let the learners know that gliding is one of the
survival techniques during emergencies, hence, the need to do it in the right way. You can
teach the rules in class and later have the learners practise it in the swimming pool.
Suggested resources
Some of the resources to be used are the swimming pool, digital devices such as computers
and mobile phones and video clip of people performing other learners gliding in water for
digital literacy.
Learning activities
a. Learner’s activity
Tell your friend why you need to be careful when swimming.
b. Teacher’s activities
1. Have the learners discuss why they need to be safe as they swim. Listen to the
responses they give. You can then ask the learners to say what some of the
rules that need to be followed when gliding in water. They can rst discuss
in groups of three and then choose one learner from the groups to give their
responses. Ensure you give a chance to as many learners as possible to present
their responses to the class. As they do this, they develop the self-esteem.
2. As the learners discuss, they develop communication and collaboration as
well as critical thinking and problem solving. The learners also develop
creativity and imagination as they think about the rules for swimming.
197
Working in groups helps them develop social cohesion as well as citizenship.
3. The learners can give general rules that they have learnt before, as well as rules
when gliding. Some of the rules are:
a. Do not throw litter into the swimming pool.
b. Do not go near the swimming pool with your shoes on.
c. Never go near the swimming pool alone without the guidance of a grown
up.
d. Do not carry any food or drink to the swimming pool.
e. Always ensure to change into your swimming costume before going to
swim.
f. Always follow the instructions given by the instructor.
g. Do not get into the swimming pool if you are sick, as it may get worse or
be transmitted to other learners in the pool.
h. Ensure you take a shower before and after leaving a swimming pool to
remove any dust and the chemicals found in the swimming pool.
i. Learners with physical impairments can also take place in swimming so
long as it does not affect or harm them.
j. When doing the leg action, ensure there are no other learners close to you
as you both might get injured.
k. Ensure that you stretch before swimming to avoid injuring your muscles.
l. In case of any injuries when in the pool, report them immediately to the
teacher. Do not handle them as you might expose yourself to a lot more
harm.
There are many more rules that the learners can come up with. Ensure they are
correct.
4. Explain to the learners to understand the importance of the rules. They also
need to follow all the rules when they are playing for their own security and
safety.
5. You can also ask the learners with physical disabilities who cannot go in the
water to check the way the rest of the learners glide in water and pick out any
issues they observe. This will help facilitate learner support program through
water games.
6. As the learners think about the rules to be followed, critical thinking and
problem solving as well as creativity and imagination is enhanced. As they
respond, their communication and collaboration skills are enhanced.
Knowledge about what to do in case of an accident while in the swimming
pool leads to development of health education. As the learners work together,
they develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity.
198
Conclusion
At the end of the lesson, ask the learners to clean up and change back into their school
uniform. If there are any resources that were used, have the learners help you carry them
back to where they can be kept safe.
Assessment
Ask the learners to write down the rules they should observe while gliding in water. They
should then put them somewhere where they can refer to every time.
Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate gliding in water for
creativity.
Background information to the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the resources to be used are the swimming pool, digital devices such as computers
and mobile phones and video clip of people gliding in water for digital literacy.
Learning activities
a. Learner’s activity
Tell your friend reasons why gliding is important.
b. Teacher’s activities
1. Have learners respond to the above question. Give them time to discuss in pairs,
then ask a few learners to say what they discussed. As they discuss, they develop
communication and collaboration and critical thinking and problem solving.
By giving their peers a chance to express their views, the learner develop self-esteem
and the value of respect among themselves.
2. Encourage many learners to give their responses. This will help develop the learners’
self-esteem as well as communication and collaboration.
199
3. Guide the learners to give the importance of gliding in water. Some of the responses
they can give include:
a. Learning to glide helps one to relax in the water.
b. Learning how to glide assists one learn how to oat and maintain oating in
water because there is no movement when gliding.
c. Gliding in water is an important skill in swimming.
4. There are many more responses that the learners can come up with. Encourage
them to give more responses as this demonstrates creativity and imagination as
well as critical thinking and problem solving.
5. Incorporate the learners with different physical impairments to participate in the
lesson to the best of their ability. They should however not get hurt or suffer ridicule
as they play.
6. As the learners practise the technique, they develop critical thinking and problem
solving as well as communication and collaboration. As the learners nd ways
that gliding is important, develop creativity and imagination as well as learning
to learn. As the learners demonstrate to others, they develops self efcacy as the
learners feel good. As the learners work together in the groups, it helps develop
social cohesion as well as citizenship.
7. As the learners work together, they also develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, ask the learners to practise gliding in water during their free time
and write down what they enjoyed while gliding.
Assessment
Ask the learners to nd out more reasons why gliding is important. They can then present
their answers to the class in the next lesson. Guide accordingly.
Lesson 6
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
1. Establish relationships while gliding in water for creativity and imagination:
2. Play simple water games for enjoyment, creativity and peaceful co-existence.
200
Background information for the teacher
It is important that you get to know the learners in your class who can swim and those that
cannot. This will help you plan how to conduct the lessons as well as what to delegate. Get
to know the learners with special needs in the class such as those with physical impairments
or any such issues to help you plan the lesson accordingly and have the required resources
for these learners. Ensure the learners are always in the correct swimming costume as they
get into the play area and that they follow the swimming rules.
Suggested resources
Some of the resources to be used are the swimming pool.
Learning activities
a. Learner’s activity
Ask your friend to tell you some games that they can play in water.
b. Teacher’s activities
1. Let the learners discuss the question above in pairs walk around listening to
then have certain learners give their responses. As they discuss, it helps develop
communication and collaboration as well as critical thinking and problem
solving skills. Working together also helps develop social cohesion and
citizenship.
2. Ask the learners to name some games that they can play in water that involve gliding
in water.
3. As the learners think through the games, they develop their critical thinking
and problem solving skills. It also helps them develop the values of unity,
responsibility and peace.
4. Ask the learners to play some of the games they have suggested. They can play in
groups, where they play together.
5. Ensure you incorporate the physically impaired learners into the games. Ensure they
participate to the best of their ability and in a way that does not cause them harm
or ridicule.
6. If a learner suggests a game that the rest of the learners are not aware of, you can
ask that they demonstrate it to the other and the learners imitate. This will help them
develop self-esteem among the learners when they see their peers listen to them
and imitate their actions. It will also help them develop creativity and imagination
each learner will want to have a new game to demonstrate. Ensure that the learners
recall the need for maintaining safety as they play, which will enhance safety and
security. Insist on the need to report any cuts or wounds that they or the rest of the
learners get while in the swimming pool. Explain the dangers of not reporting this,
including contracting HIV and AIDS. This will be promoting health education.
7. Playing games helps the learners develop creativity and imagination,
communication and collaboration as well as critical thinking. It also leads to
the development of social cohesion and citizenship as the learners learn how to
work together. Values of unity, respect, love, peace and responsibility are also
developed.
201
Conclusion
Conclude the lesson by telling the learners to play with their friends and siblings games that
involve gliding in water.
Assessment
1. Ask learners to write down the rules they learnt. They should then put them up in a
place where they can easily refer to them every time.
End of sub strand
Notes to the teacher
It is important to note the following about gliding:
a. Gliding refers to oating through the water, either at the surface or underwater,
without assistance or movement from the arms or legs.
b. To be able to glide, one needs to push themselves from the poolside or solid edge in
order to generate some propulsion.
c. To do it correctly, the body needs to be in a streamlined shape.
Guide the learners to do this. Demonstrate this correctly.
Suggested community service learning activity
Learners to visit elderly persons in the community and give help.
Suggested non-formal activity to support learning through application
Learners sing environmental songs related to water theme.
Suggested assessment
Oral questions and practical assessment
202
Strand
3
Sub-strand 3.1 Static balance: Back to back balance
Number of lessons: 3 lessons
Specic learning outcomes
By the end of the sub-strand, the learner will be able to:
a. Name the parts of the body that are involved in back to back balance.
b. Perform back to back balance for strength.
c. Practise back to back balance for strength and creativity.
d. Appreciate back to back balance for strength and self-esteem.
e. Play games for enjoyment, creativity and peaceful co-existence.
f. Observe rules when performing back to back balance for own and others
safety.
Key inquiry questions
1. Name parts of the body involved in back to back balance.
2. Mention any body balance you know.
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
gymnastics:
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 PCIs
1. ESD: DRR: Observing safety and security when playing games.
Gymnastics
203
2. Citizenship: Through cohesion, the learners learn to collaborate when playing
games.
3. Learner Support Program: Enhanced through games that involve gymanstic
skills.
4. Health Education: HIV and AIDS: when wounds and cuts occur while playing
games learners report to the teacher and not handle them.
5. Life Skills: self-esteem: self–awareness, enhanced by learners knowing themselves
and knowing the parts of the body involved in performing physical activities.
Link to values
Exhibit responsible behaviour that respects self and others during physical activities by
displaying such values as integrity, respect, responsibility, peace, unity and love.
Links to other learning areas
1. Language activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
1. Name the parts of the body that are involved in back to back balance;
2. Watch a video clip of people or other learners performing simple partner
balances.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers and mobile phones and video clips of learners performing
simple partner balances and supports or pictures. Ensure you carry the emergency kit in
case of accidents.
204
Learning activities
a. Learner’s activity
Tell the class one interesting thing you have watched this week.
b. Teacher’s activities
1. Give the learners time to discuss the interesting things they watched during the
week. Ask a few learners to stand and say what they discussed. As they discuss,
it helps develop communication and collaboration and critical thinking and
problem solving among the learners well as learning to learn. From the answers
given, you will be able to know how much exposure the learners have to the digital
devices. This will help you plan your lesson accordingly.
2. Encourage learners to give their peers a chance to express their views, this helps
develop self-esteem and the value of respect among the learners.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that they
helped and the devices got to work.
5. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual impairments, you can have the clip in audio so they can follow
the proceedings as the rest of the learners watch. If there are learners with hearing
impairments, have the clip with subtitles so they can follow what is happening. Be
sure you are there to assist.
6. Ask learners to ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, it helps
develop critical thinking and problem solving as well as communication and
collaboration among the learners. Working together also helps develop citizenship
as well as social cohesion.
7. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that show simple partner
balance. Combine the pictures in a way that develops knowledge as the learners
view them.
8. Ask the learners to say some of the body parts used for back to back balance. Guide
accordingly.
9. Watching the clip helps develop digital literacy among the learner as they get
to deal with technology adequately. As they respond to what they have seen, this
helps develop communication and collaboration, critical thinking and problem
solving as well as creativity and imagination. As the learners work together,
it fosters social cohesion and citizenship as well as values such as respect,
205
responsibility, unity and peace.
Conclusion
Ask the learners to assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form. Let them pick any litter they may have thrown around.
They can then go back to the class.
Assessment
1. Ask the learners to say something they found interesting from the clip they watched.
2. Ask learners to list down the parts of the body used for back to back balance.
Lesson 2
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
1. Perform back to back balance for strength.
2. Practise back to back balance for strength and creativity.
3. Appreciate back to back balance for strength and self-esteem.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and that they obey the rules of the game at all times.
Suggested resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers and mobile phones and video clips of learners performing
simple partner balances and supports or pictures. Ensure you carry the emergency kit in
case of accidents.
Learning activities
a. Learner’s activity
Tell your friend how you can do the back to back balance.
206
b. Teacher’s activities
1. Give learners time to discuss, then ask a few of them to stand and say what they
discussed. As they discuss, it helps develop communication and collaboration
and critical thinking and problem solving among the learners as well as learning
to learn.
2. Encourage learners to give their peers a chance to express their views, this helps
develop self-esteem and the value of respect among the learners.
3. Ask learners if they can perform the back to back balance as described. They can
demonstrate to the rest of the learners. As they do this, it helps develop self efcacy
as well as learning to learn. If they cannot, you can demonstrate it to them and
have them follow what you did.
4. Ask as many learners as possible do this. You can also ask that they hop in a way that
forms letter shapes such as T, L and V. guide accordingly. They can exchange pairs
so they each get a chance to balance with as many learners as possible.
5. Ask the learners to describe instances where the balance is most important. Examples
include helping someone who is sick, carrying someone who is heavier than you.
6. Encourage the physically impaired learners, to participate in hopping in a way that
they are comfortable with and that causes them no harm or ridicule. As for the
special needs learners such as the slow learners, give them more time to practise the
skill. As for the fast learners, you can give them longer distances to balance to.
7. Encourage learners that balancing in the directions given, helps them develop
creativity and imagination as well as self efcacy. As learners work together, this
helps develop social cohesion and citizenship. Responding to the instructions
also helps develop communication and collaboration.
8. Encourage learners to play together, this helps develop values such as integrity,
respect, responsibility, unity and peace.
Conclusion
At the end of the lesson, ask the learners to change into their school uniforms and go back
to class. If there are any resources that were used, let the learners help you put them back
to where they will be stored safely.
Assessment
Ask the learners to continue practising back to back balancing as they move around the eld
to develop strength and appreciation.
207
Lesson 3
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to:
1. Play games for enjoyment, creativity and peaceful co-existence;
2. Observe rules when performing back to back balance for own and others safety.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical impairments as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers and mobile phones and video clips of learners performing
simple partner balances and supports or pictures. Ensure you carry the emergency
Learning activities
a. Learner’s activity
Tell your friend some of the things that you should do when going out to the
eld to play.
b. Teacher’s activities
1. Give learners time to discuss, then ask a few learners to stand and say what they
discussed. As they discuss, they develop communication and collaboration and
critical thinking and problem solving among the learners. By giving their peers
a chance to express their views, this helps develop self-esteem and the value of
respect among the learners.
2. Guide them to realise that the answers they give are what forms the rules to be
followed when playing any game. You can then ask that they narrow them down to
the rules to be followed when performing back to back balance.
Some of the rules they could come up with include:
a. Learners should always be in full games kit including sport shoes.
208
b. Learners should be aware of learners with physical impairments and assist
them to be part of the class by participating in activities that they can handle.
c. Learners should avoid unruly behaviour like ghting when in the eld.
d. Learners should not go to the eld without the teacher or facilitator.
e. Learners should not touch wound or cuts that occur while playing in the eld.
They should instead notify the teacher with them.
f. Learners should ensure they stretch before playing the games to avoid injuries.
g. Learners should use the play items correctly when in the eld, and should store
them well once they are through using them.
h. There are many other rules that the learners can come up with in regards to
hopping. Ensure they are relevant to hopping.
3. Guide learners to understand the importance of the rules. They also need to follow
all the rules when they are playing for their own security and safety and that of
their fellow learners.
4. Encourage the learners to play together to establish relationships.
5. Ask learners to think about the rules to be followed since it enhances critical
thinking and problem solving as well as creativity and imagination among
the learners. As they respond, this enhances communication and collaboration.
Knowledge about what to do in case of an accident while playing in the eld
leads to development of health education. As the learners work together, this
helps develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity.
Conclusion
At the end of the lesson, ask the learners to change into their school uniforms and go back
to class. If there are any resources that were used, have the learners help you put them back
to where they will be stored safely.
Assessment
Ask learners to write down the rules they learnt. They should then put them up in a place
where they can easily refer to them.
End of sub strand
Suggested community service learning activity to support learning through application
Learners to perform gymnastic displays during the school’s cultural day.
Suggested non-formal activity to support learning
Learners to play games that involve back to back balancing.
Suggested assessment
Oral questions and practical assessment.
209
Sub-strand 3.2 Static balance: Wheelbarrow balance
Number of lessons: 2 lessons
Specic learning outcomes
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 performing the wheelbarrow
balance for body awareness.
b. Perform the wheelbarrow balance for strength.
c. Practise the wheelbarrow balance for strength and creativity.
d. Appreciate the wheelbarrow balance for strength and creativity.
e. Play simple games for enjoyment, collaboration and peaceful co-existence.
f. Obey rules for own and others safety.
Key inquiry questions
1. Give the directions towards which a person may roll.
2. Name any roll you know.
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
basic movement skills:
1. Citizenship
2. Self-efcacy
3. Digital literacy
4. Learning to learn
5. Creativity and imagination
6. Communication and collaboration
7. Critical thinking and problem solving
Link to PCIs
1. ESD: DRR: Observig safety and security when playing games.
2. Citizenship: Through cohesion, the learners learn to collaborate when playing
games.
3. Learner Support Program: Enhanced through games that involve gymnastic
skills.
4. Health Education: HIV and AIDS: When wounds and cuts occur while playing
games learners should report to the teacher and not handle them on their own.
5. Life Skills: Self-esteem: Self–awareness enhanced by learners knowing themselves
and knowing the parts of their bodies involved in performing physical activities.
210
Link to values
Exhibit responsible behaviour that respects self and others during movement activities by
displaying such values as integrity, respect, responsibility, unity, peace and love.
Links to other learning areas
1. Languages activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematic activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
1. Name the parts of the body that are in use when performing the wheelbarrow
balance for body awareness:
2. Watch video clips of other learners performing the wheelbarrow balance:
3. Perform the wheelbarrow balance for strength:
4. Practice the wheelbarrow balance for strength and creativity.
Background information for the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the wheelbarrow balance or pictures.
Learning activities
a. Learner’s activity
Tell the class you have watched learners performing a balance. What was it?
211
b. Teacher’s activities
1. Give learners time to discuss, then ask a few learners to stand and say what they
discussed. Discussing, helps them develop communication and collaboration and
critical thinking and problem solving among the learners well as learning to
learn. From the answers given, you will be able to know how much exposure the
learners have to the digital devices. This will help you plan your lesson accordingly.
2. Encourage learners to give their peers a chance to express their views, this helps
develop self-esteem and the value of respect among the learners.
3. Ask the learners to sit in positions where they can easily access the digital device in
use.
4. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that
they helped and the devices got to work.
5. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual disabilities, you can have the clip in audio so they can follow the
proceedings as the rest of the learners watch. If there are learners with hearing
disabilities, have the clip with subtitles so they can follow what is happening. Be sure
you are there to assist where need be.
6. Ask learners to ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, it helps
them develop critical thinking and problem solving as well as communication
and collaboration among the learners. Working together also helps develop
citizenship as well as social cohesion.
7. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that show learners performing
the wheelbarrow balance. Combine the pictures in a way that develops knowledge
as the learners view them.
8. Ask the learners to say some of the body parts used for the wheelbarrow balance.
9. Ask learners to imitate what they watched in the clip they observed. Ask as many
learners to demonstrate. You can also demonstrate and have the learners imitate
what you did. Ask them to practise the balance more to gain the strength and
creativity and nally excellence.
10. Encourage learners that watching the clip helps develop digital literacy among the
learners as they get to deal with technology adequately. As they respond to what
they have seen, this helps develop communication and collaboration, critical
thinking and problem solving as well as creativity and imagination. As the
learners work together, it fosters social cohesion and citizenship as well as values
such as respect, responsibility, unity and peace.
212
Conclusion
Ask the learners to assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form before they started to watch the video. Let them pick
any litter they may have thrown around.
Assessment
1. Ask the learners to say something they found interesting from the clip watched.
2. Ask learners to list down the parts of the body used for wheelbarrow balance.
3. Ask that they practise the balance as they cover distances together.
Lesson 2
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
1. Appreciate the wheel barrow balance for strength and creativity.
2. Play simple games for enjoyment, collaboration and peaceful co-existence.
3. Obey rules for own and others safety.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special need. This will help you plan
yourself in advance and get the necessary resources for them. This will also help you plan
the activities to teach in a way that incorporates all the learners in the lesson. Ensure that
where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the wheelbarrow balance or pictures. Ensure you carry the emergency kit in
case of accidents.
Learning activities
a. Learner’s activity
Tell your friend some of the things that you should do when going out to the
eld to play.
213
b. Teacher’s activities
1. Give learners time to discuss the things they should do when going out to play.
Ask a few learners to stand and say what they discussed. As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among the learners. By giving their peers a chance to express their views,
this helps develop self-esteem and the value of respect among the learners.
2. Guide them to realise that the answers they give are what forms the rules to be
followed when playing any game. You can then ask that they narrow them down
to the rules to be followed when performing the wheelbarrow balance.
Some of the rules they could come up with include:
a. Learners should always be in full games kit including sport shoes.
b. Learners should be aware of learners with physical disabilities and assist
them to be part of the class by participating in activities that they can handle.
c. Learners should avoid unruly behaviour like ghting when in the eld.
d. Learners should not go to the eld without a teacher or facilitator.
e. Learners should not touch wounds or cuts that occur while playing in the
eld. They should instead notify the teacher with them.
f. Learners should ensure they stretch before playing the games to avoid injuries.
g. Learners should use play items correctly when in the eld and should store
them well once they are through using them.
h. There are many other rules that the learners can come up with in regards to
the wheelbarrow walk. Ensure they are relevant to hopping.
3. Guide learners to understand the importance of the rules. They also need to
follow all the rules when they are playing for their own security and safety and
that of their fellow learners.
4. Encourage learners to play together to establish relationships.
5. Ask learners to come up with situations where the wheelbarrow balance is
important. They can give their responses.
6. Ask that they perform any of the situations that they have mentioned. Ensure
that they do them correctly as they maintain the safety.
7. Encourage learners to think about the rules to be followed, this enhances critical
thinking and problem solving as well as creativity and imagination among
the learners. As they respond, it enhances communication and collaboration.
Knowledge about what to do in case of an accident while playing in the eld
leads to development of health education. As the learners work together, this
helps develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity.
214
Conclusion
At the end of the lesson, let the learners change into their school uniforms and go back to
class. If there are any resources that were used, have the learners help you put them back
where they will be stored safely.
Assessment
1. Ask learners to write down the rules they learnt. They should then put them up in a
place where they can easily refer to them.
2. Encourage the learners to practise the wheelbarrow balance more until they can
acquire the competence and strength.
End of sub strand
Suggested community service learning activity to support learning through application
Learner to perform dramatised dance during the prize giving day.
Suggested non-formal activity to support learning through application
Learners to play cultural games.
Suggested assessment
Oral questions and practical assessment.
Sub-strand 3.3 Dynamic balance: Forward roll
Number of lessons: 12 lessons
Specic learning outcomes
By the end of the sub- strand, the learners should be able to:
a. Name the parts of the body that are in use when performing forward roll for
body awareness.
b. Watch a video clip on forward roll for digital literacy.
c. Perform forward roll in different ways for agility exibility and balance.
d. Practise performing the forward roll in different ways for agility, exibility,
balance and for excellence.
e. Establish relationships through performing the forward roll in different ways
for agility, exibility, balance and for critical thinking and problem solving.
f. Appreciate performing the forward roll in different ways for agility, exibility,
balance and self-esteem.
g. Make appropriate play items for creativity and imagination.
h. Play games for enjoyment, creativity, collaboration and peaceful coexistence.
215
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to name the parts of the body that
are in use when performing forward roll for body awareness.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested resources
Some of the learning resources include; eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the forward roll.
Learning activities
a. Learner’s activity
1. Tell your friend what the forward roll is.
2. What parts of the body are used?
b. Teacher’s activities
1. Give learners time to discuss what forward roll is. Ask a few learners to stand and
say what they discussed. As they discuss, it helps develop communication and
collaboration and critical thinking and problem solving among the learners well
as learning to learn.
2. Encourage learners to give their peers a chance to express their views, this helps
develop self-esteem and the value of respect among the learners.
3. Ask learners to mention the parts of the body used wen performing the forward
roll.
4. Incorporate the learners with different physical disabilities to participate in the lesson
to the best of their ability. They should however not get hurt or suffer ridicule as
they play.
216
5. Ask the learners to discuss about the animals, this helps them develop their critical
thinking and problem solving as well as communication and collaboration.
As the learners think of other animals, it also helps develop critical thinking and
problem solving as well as learning to learn.
6. Encourage learners to work together, it helps develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, ask the learners to change into their school uniform and go back
to class. Ask that they help put back the equipment used where they can be stored safely.
Assessment
Ask the learners to draw the parts of the body used when doing the forward roll.
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to watch a video clip on forward
roll for digital literacy.
Background information to the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the forward roll. If your school has limited resources, use the locally available
materials to demonstrate the different concepts.
Learning activities
a. Learner’s activity
Tell the class one interesting thing you have watched this week.
217
b. Teacher’s activities
1. Give learners time to discuss the interesting things they watched during the week.
Aask a few learners to stand and say what they discussed. Discussing helps develop
communication and collaboration and critical thinking and problem solving
well as learning to learn. From the answers given, you will be able to know how
much exposure the learners have to the digital devices. This will help you plan your
lesson accordingly.
2. Encourage learners to give their peers a chance to express their views, this helps
them develop self-esteem and the value of respect among the learners.
3. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
4. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
they also develop the feeling of self efcacy as the learners feel proud that they
helped and the devices got to work.
5. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual impairments, you can have the clip in audio so they can follow
the proceedings as the rest of the learners watch. If there are learners with hearing
impairments, have the clip with subtitles so they can follow what is happening.
6. Ask learners to ask the questions they came across as they watched the video clip. If
the questions are too many, you can have them watch the clip again to get answers
for the questions. If the questions are not too complex, you can have the learners
in groups to sit and discuss and come up with the answers. As they discuss, it helps
develop critical thinking and problem solving as well as communication and
collaboration among the learners. Working together also helps develop citizenship
as well as social cohesion.
7. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that show the forward roll.
Combine the pictures in a way that develops knowledge as the learners view them.
8. Encourage learners to watch the clip as it will help them develop digital literacy
among the learner as they get to deal with technology adequately. As they respond
to what they have seen, this helps develop communication and collaboration,
critical thinking and problem solving as well as creativity and imagination. As
the learners work together, it fosters social cohesion and citizenship as well as
values such as respect, responsibility, unity and peace.
Conclusion
Ask the learners to assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form before they started to watch the video. Guide them to
pick any litter they may have thrown around.
218
Assessment
Ask the learners to say something they found interesting from the clip watched.
Lesson 2 and 3
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform the forward roll in
different ways for agility, exibility and balance.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special need. This will help you plan
yourself in advance and get the necessary resources for them. This will also help you plan
the activities to teach in a way that incorporates all the learners in the lesson. Ensure that
where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers, mobile phones and video clips of other learners
performing the forward roll. If your school has limited resources, use the locally available
materials to demonstrate the different concepts.
Learning activities
a. Teacher’s activities
1. Ask the learners to discuss different wys to perform the forward roll in pairs, Let
a few present their answers to the class. As the learners discuss in pairs, it helps
develop communication and collaboration as well as social cohesion among the
learners.
2. Ask the to learners who can to demonstrate the balance shown. The rest of the
learners should observe and if possible imitate the actions.
3. You can also demonstrate the balance and ask the learner to imitate what you are
doing.
4. Encourage the learners to perform the balance properly for agility, exibility and
balance.
5. Guide learners to master this balance. Check as they move and ensure the learners
follow the correct procedure.
219
6. Incorporate the learners with different physical disabilities to participate in the lesson
to the best of their ability. They should however not get hurt or suffer ridicule as
they play.
7. Give special needs learners, such as the slow learners more time to perfect the skill.
As for the fast learners, ask that they balance for longer as well as help the slow
learners.
8. As the learners think about the forward roll, this helps develop their critical
thinking and problem solving as well as communication and collaboration. As
the learners perform the roll well, it also helps develop creativity and imagination
as well as learning to learn. As the learners demonstrate to the rest of the learners,
it develops self efcacy as the learners feel good.
9. As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, ask learners to change into their school uniform and go back to
class. Ask that they help put back the equipment used where they can be stored safely.
Assessment
Ask the learners to do the forward roll correctly. They can practise during their free time to
achieve coordination and strength.
Lesson 5 and 6
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to observe rules when performing
rolls for own and others safety.
Background information to the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special need. This will help you plan
yourself in advance and get the necessary resources for them. This will also help you plan
the activities to teach in a way that incorporates all the learners in the lesson. Ensure that
where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
220
Suggested resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers, mobile phones and video clips of other learners
performing the forward roll. If your school has limited resources, use the locally available
materials to demonstrate the different concepts.
Learning activities
a. Learner’s activity
Tell your friend why you need to be careful when playing in the eld.
b. Teacher’s activities
1. Ask learners to discuss why they need to be careful when playing in the eld.
Listen to the responses they give. You can then ask the learners to say what
some of the rules are to be followed when playing games in water. They can
rst discuss in groups of three and then choose one learner from the groups
to give the responses given. Ensure you give a chance to as many learners as
possible to present their responses to the class. As they do this, it helps develop
the self-esteem of the learners.
2. Encourage the learners to discuss as it helps them develop communication
and collaboration as well as critical thinking and problem solving among
them. The learners also develop creativity and imagination as they need to
be creative to think about the rules for playing in water. Working in groups also
helps develop social cohesion as well as citizenship.
Some of the rules they could come up with include:
a. Learners should always be in full games kit including sport shoes.
b. Learners should be aware of learners with physical disabilities and assist
them to be part of the class by participating in activities that they can
handle.
c. Learners should avoid unruly behaviour like ghting when in the eld.
d. Learners should not go to the eld without a teacher or facilitator.
e. Learners should not touch wounds or cuts that occur while playing in the
eld. They should instead notify their teacher.
f. Learners should ensure they stretch before playing the games to avoid
injuries.
g. Learners should use the play items correctly when in the eld and should
store them well once they are through using them.
h. There are many other rules that the learners can come up with in regards
to forward roll. Ensure they are relevant to hopping.
221
4. Guide learners to understand the importance of the rules. They also need to
follow all the rules when they are playing for their own security and safety and
that of their fellow learners.
5. As the learners think about the rules to be followed, this enhances critical
thinking and problem solving as well as creativity and imagination among
the learners. As they respond, this enhances communication and collaboration.
Knowledge about what to do in case of an accident while in the eld leads to
development of health education. As the learners work together, this helps
develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity.
Conclusion
At the end of the lesson, ask the learners to change into their school uniform and go back
to class. Ask that they help put back the equipment used where they can be stored safely.
Assessment
Ask the learners to write down the rules discussed. They should then put them somewhere
where they can refer to them every time.
Lesson 7 and 8
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to perform the forward roll in
different ways for agility, exibility and balance.
Background information to the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special need. This will help you plan
yourself in advance and get the necessary resources for them. This will also help you plan
the activities to teach in a way that incorporates all the learners in the lesson. Ensure that
where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers, mobile phones and video clips of other learners
performing the forward roll. If your school has limited resources, use the locally available
materials to demonstrate the different concepts.
Learning activities
a. Learner’s activity
How do you perform the forward roll?
222
b. Teacher’s activities
1. Give learners time to discuss, then ask a few of them to stand and say what they
discussed. As they discuss, it helps them develop communication and collaboration
and critical thinking and problem solving among the learners. By giving their
peers a chance to express their views, this helps develop self-esteem and the value
of respect among the learners.
2. Encourage as many learners as possible to stand and give their responses. This
will help develop the learners’ self-esteem as well as communication and
collaboration.
3. Ask the learners to do the forward roll again, ensure they can do it correctly.
4. Incorporate the learners with different physical impairments to participate in the
lesson to the best of their ability. They should however not get hurt or suffer ridicule
as they play.
5. Encourage learners to practise the technique, this helps develop their critical
thinking and problem solving as well as communication and collaboration. As
the learners perform the forward roll, it helps develop creativity and imagination
as well as learning to learn. As the learners demonstrate to the rest of the learners,
it develops self efcacy as the learners get to feel good. As the learners work
together in the groups, it helps develop social cohesion as well as citizenship.
6. As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility.
Conclusion
At the end of the lesson, ask the learners to change into their school uniform and go back
to class.
Assessment
The learners should be encouraged to practise more to develop excellence in the forward
roll. For the learners who still have an issue, give them more time and teach them what they
need to do. Check and guide accordingly.
Lesson 9 and 10
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate performing the forward
roll in different ways for agility, exibility, balance and self-esteem.
223
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special needs. This will help you
plan yourself in advance and get the necessary resources for them. This will also help you
plan the activities to teach in a way that incorporates all the learners in the lesson. Ensure
that where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers, mobile phones and video clips of other learners performing
the forward roll. If your school has limited resources, use the locally available materials to
demonstrate the different concepts.
Learning activities
a. Learner’s activity
Tell your friend reasons why learning the forward roll is important.
b. Teacher’s activities
1. Give learners time to discuss in pairs, then ask a few learners to stand and say what
they discussed. As they discuss, it helps develop communication and collaboration
and critical thinking and problem solving among the learners. By giving their
peers a chance to express their views, this helps develop self-esteem and the value
of respect among the learners.
2. Encourage as many learners as possible to stand and give their responses. This
will help develop the learners’ self-esteem as well as communication and
collaboration.
3. Guide the responses the learners give to be about the importance of the forward
roll. Ensure they give correct responses.
4. Encourage learners’ responses as demonstrate creativity and imagination as well
as critical thinking and problem solving.
5. Encourage the to learners with different physical impairments to participate in the
lesson to the best of their ability. They should however not get hurt or suffer ridicule
as they play.
6. Encourage the learners to practise the technique, helps to develop their critical
thinking and problem solving as well as communication and collaboration.
As the learners appreciate the forward roll, it also helps develop creativity and
imagination as well as learning to learn. As the learners demonstrate to the rest
of the learners, it develops self efcacy as the learners feel good. As the learners
work together in the groups, it helps develop social cohesion as well as citizenship.
7. As the learners also work together, it helps them develop values such as unity,
peace, respect, integrity and responsibility.
224
Conclusion
At the end of the lesson, ask the learners to change into their school uniform and go back
to class. Ask that they help put back the equipment used where they can be stored safely.
Assessment
Ask the learners to nd out more reasons why learning the forward roll is important. They
can discuss with other members of the school as well as the community. They can then
present their answers to the class in the next lesson.
Lesson 11 and 12
Time: 60 minutes
Lesson outcomes
By the end of the lessons, the learner should be able to:
1. Establish relationships through performing the forward roll in different ways for
agility, exibility, balance and for critical thinking and problem solving;
2. Make appropriate play items for creativity and imagination;
3. Play games for enjoyment, creativity, collaboration and peaceful coexistence.
Background information for the teacher
It is important for you to know the learners in your class. Get to know the learners who
may be having physical disabilities as well as any other special need. This will help you plan
yourself in advance and get the necessary resources for them. This will also help you plan
the activities to teach in a way that incorporates all the learners in the lesson. Ensure that
where the learners will play is safe and the eld is properly marked. Ensure that all the
equipment and resources needed for the lesson are available. Ensure also that the learners
are in correct games kit and obey the rules of the game at all times.
Suggested resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the forward roll. If your school has limited resources, use the locally available
materials to demonstrate the different concepts.
Learning activities
a. Learner’s activity
Ask your friend to state some games that include the forward roll technique.
225
b. Teacher’s activities
1. Guide the learners to discuss in pairs then have certain learners give their responses.
As they discuss, it helps develop communication and collaboration as well as
critical thinking and problem solving. Working together also helps develop
social cohesion and citizenship.
2. Ask the learners to name some games that they can play that incorporate the forward
roll.
3. As the learners think through the games, this helps develop their critical thinking
and problem solving. It also helps develop the values of unity, responsibility and
peace.
4. Ask the learners to play some of the games they have suggested.
5. Ensure you incorporate the physically impaired learners into the games. Ensure they
participate to the best of their ability and in a way that does not cause them harm
or ridicule.
6. If a learner suggests a game that the rest of the learners are not aware of, you
can ask that they demonstrate it to the class and the class imitates. This will help
develop self-esteem among the learners when they see their peers listen to them
and imitate their actions. It will also develop creativity and imagination among the
learners as they will want to have a new game to demonstrate. Ensure the learners
recall the need for maintaining safety as they play, which will enhance safety and
security. Insist on the need to report any cuts or wounds that they or the rest of
the learners get while in the swimming pool. Explain the dangers of doing this,
including contracting HIV and AIDS. This will be promoting health education.
7. Playing the games helps develop creativity and imagination, communication
and collaboration as well as critical thinking. It also develops social cohesion
and citizenship as the learners learn to work together, and the values of unity,
respect, love, peace and responsibility.
Conclusion
At the end of the lesson, ask the learners to change into their school uniform and go back
to class. Ask that they help put back the equipment used where they can be stored safely.
Assessment
Ask the learners to play more games that incorporate the forward roll.
End of sub strand
Suggested community service learning activity to support learning through application
Learners to perform during prize giving day or AGM.
Suggested non-formal activity to support learning through application
Learners are involved in playing games such as killing ‘rats’.
Suggested assessment
Oral questions and practicals assessment.
226
Sub-strand 3.4 Dynamic balances: Wheelbarrow walk
Number of lessons: 2 lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a. Explore the different ways of moving from one point to the next for self-
esteem.
b. Perform the wheelbarrow walk for strength and balance.
c. Practise the wheelbarrow walk for strength and balance.
d. Play simple games for enjoyment creativity, collaboration and peaceful
coexistence.
e. Obey rules for own and others safety.
Key inquiry questions
1. Mention ways in which the body can move on the ground.
2. Name the parts of the body that touch the ground when performing the wheelbarrow
walk.
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
gymnastics:
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 PCIs
1. ESD: DRR: Observing safety and security when playing games.
2. Citizenship: Through cohesion, the learners learn to collaborate when playing
games.
3. Learner Support Program: Enhanced through games that involve gymnastic
skills.
227
4. Health Education: HIV and AIDS: when wounds and cuts occur while playing
games, learners to report to the teacher and not handle them.
5. Life Skills: self-esteem: self–awareness enhanced through learners knowing
themselves and knowing the parts of the body involved in performing physical
activities.
Link to values
Exhibit responsible behaviour that respects self and others during physical activities by
displaying such values as integrity, respect, responsibility, peace, unity and love.
Links to other learning areas
1. Language activities
2. Hygiene and Nutrition activities
3. Environmental activities
4. Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
1. Explore the different ways of moving from one point to the next for self-esteem.
2. Watch a video clip of people performing the wheelbarrow walk.
3. Perform the wheelbarrow walk for strength and balance.
4. Practise the wheelbarrow walk for strength and balance.
Background information to the teacher
Assemble all the relevant materials including digital resources to be used during the lesson.
Know the different disabilities that your learners might have. This will help you in preparing
the resources that those learners might need.
Suggested resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers mobile phones and video clips of other learners performing
the wheel barrow walk or pictures.
228
Learning activities
a. Learner’s activity
Tell your friend one of the most interesting video games you have watched.
b. Teacher’s activities
1. Give learners time to discuss the most interesting video games they have watched.
Ask a few learners to tell the class what they discussed. As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among the learners well as learning to learn. From the answers given, you
will be able to know how much exposure the learners have to the digital devices.
This will help you plan your lesson accordingly.
By giving their peers a chance to express their views, this helps develop self-esteem
and the value of respect among the learners.
2. Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use.
3. Ask the learners to assist in setting up the digital devices. As they are doing this, they
develop a sense of responsibility and respect. This will also help develop digital
literacy as the learners get a chance to handle the different technological devices.
Helping also develops the feeling of self efcacy as the learners feel proud that
they helped and the devices got to work.
4. Ask learners to note down any questions they may be having as they are watching
the clip. They can also take note of the most interesting parts of the video. For
those with visual disabilities, you can have the clip in audio so they can follow the
proceedings as the rest of the learners watch. If there are learners with hearing
disabilities, have the clip with subtitles so they can follow what is happening.
5. Encourage the learners to ask the questions they came across as they watched the
video clip. If the questions are too many, you can have them watch the clip again
to get answers for the questions. If the questions are not too complex, you can
have the learners in groups to sit and discuss and come up with the answers. As
they discuss, it helps develop critical thinking and problem solving skills as well
as communication and collaboration among the learners. Working together also
helps develop citizenship as well as social cohesion.
6. In instances that there is no connection to technology, you can search for articles,
pictures and images from magazines and newspapers that show learners performing
the wheel barrow walk. Combine the pictures in a way that develops knowledge as
the learners view them.
7. Ask the learners to say some of the body parts used for the wheel barrow walk.
8. Ask that they imitate what they watched in the clip they observed. Ask as many
learners to demonstrate. You can also demonstrate and have the learners imitate
what you did. Ask them to practise the balance more to gain the strength and
creativity and nally excellence.
229
9. Watching the clip helps develop digital literacy among the learner as they get to
deal with technology adequately. As they respond to what they have seen, this helps
develop communication and collaboration, critical thinking and problem
solving as well as creativity and imagination. As the learners work together,
it fosters social cohesion and citizenship as well as values such as respect,
responsibility, unity and peace.
Conclusion
Ask the learners to assist in unplugging the digital devices if there is need to. They can then
restore the room to its original form before they started to watch the video and pick any
litter they may have thrown around. They can then go back to the class.
Assessment
1. Ask the learners to share anything they found interesting from the clip watched.
2. Ask learners to list down the parts of the body used for wheel barrow walk.
3. Encourage them to practise the balance as they cover distances together.
Lesson 2
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
1. Play simple games for enjoyment, creativity, collaboration and peaceful coexistence;
2. Obey rules for own and others safety.
Background information of the teacher
Assemble all the learning resources before commencing the lesson. Get to know the
learners who may be having physical disabilities and other special needs. This will help you
in planning learning activities in advance and getting the necessary resources for them.
Suggested resources
Some of the learning resources include: eld markers, the eld, bean bags, ropes, pebbles,
digital devices such as computers, mobile phones and video clips of other learners
performing the wheelbarrow walk or pictures.
Learning activities
a. Learner’s activity
Tell your friend some of the things that you should do when going out to the
eld to play.
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b. Teacher’s activities
1. Give learners time to discuss the things should when going out to the eld to
play. Ask a few learners to stand and say what they discussed. As they discuss, it
helps develop communication and collaboration and critical thinking and
problem solving among the learners. By giving their peers a chance to express
their views, this helps develop self-esteem and the value of respect among the
learners.
2. Guide them to realise that the answers they give are what forms the rules to be
followed when playing any game. You can then ask that they narrow them down
to the rules to be followed when performing the wheelbarrow walk.
Some of the rules they could come up with include:
a. Learners should always be in full games kit including sport shoes.
b. Learners should be aware of learners with physical disabilities and assist
them to be part of the class by participating in activities that they can handle.
c. Learners should avoid unruly behaviour like ghting when in the eld.
d. Learners should not go to the eld without the teacher or facilitator.
e. Learners should not touch wounds or cuts that occur while playing in the
eld. They should instead notify the teacher with them.
f. Learners should ensure they stretch before playing the games to avoid injuries.
g. Learners should use the play items correctly when in the eld, and should
store them well once they are through using them.
h. There are many other rules that the learners can come up with in regards to
wheelbarrow walk. Ensure they are relevant.
3. Explain to the learners the importance of the rules. Insist on the need to follow
all the rules when they are playing for their own security and safety and that of
their fellow learners.
4. It is also important that the learners play together to establish relationships.
5. Ask them to come up with situations where the wheelbarrow walk is important.
They can give their responses.
6. Ask them to perform any on the situations that they have mentioned. Ensure they
do them correctly as they maintain the safety. Guide accordingly.
7. As the learners think about the rules to be followed, this enhances critical
thinking and problem solving as well as creativity and imagination among
the learners. As they respond, this enhances communication and collaboration.
Knowledge about what to do in case of an accident while playing in the eld
leads to development of health education. As the learners work together, this
helps develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity.
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Conclusion
At the end of the lesson, ask the learners change into their school uniforms and go back to
class. If there are any resources that were used, have the learners help you put them back to
where they will be stored safely.
Assessment
1. Ask learners to write down the rules they learnt. They should then put them up in a
place where they can easily refer to them every time.
2. Encourage the learners to practise the wheelbarrow walk more till they can acquire
the competence and strength.
End of sub strand
Suggested community service learning activity
Learners to plant trees around the school, home and community.
Suggested non-formal physical activities to support learning
Learners can recite poems related to the environment.
Suggested assessment
Oral questions and practicals assessment.