Longhorn
Movement Activities
Teacher’s Guide
Grade 3
Nancy Njeri
Cicilia Gathii
Pauline Wambugu
ii
Published by
Longhorn Publishers (Kenya) Ltd.,
Funzi Road, Industrial Area,
P.O. Box 18033-00500,
Nairobi, Kenya.
Longhorn Publishers (Uganda) Ltd.,
Plot 4 Vubyabirenge, Ntinda,
P. O. Box 24745,
Kampala, Uganda.
Longhorn Publishers (Tanzania) Ltd.,
New Bagamoyo Road/Garden Road,
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P.O. Box 1237,
Dar es Salaam, Tanzania.
Longhorn Publishers (Rwanda) Ltd.,
Remera opposite COGE Bank,
P.O. Box 5910,
Kigali, Rwanda.
© Nancy Njeri, Cicilia Gathii, Pauline Wambugu, 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 978-9966-64-028-4
Printed by Ramco Printing Works Ltd,
Unit 2, Ramco Industrial Complex,
Before Imara Daima Turn o, Mombasa Road,
P. O. Box 27750 - 00506,
Nairobi, Kenya.
iii
Part 1
Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1
The book structure � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �1
Organisation of the lessons� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4
The teaching process � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �5
Teaching methods in movement activities � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �6
Grouping learners � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �8
Important attitudes in learning of movement activities� � � � � � � � � � � � � � � � � � � � � � � � � � � � � 9
Teaching resources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 10
Improvisation � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �10
Special education needs and multi-ability learning � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 11
Learners with special needs who follow the regular curriculum � � � � � � � � � � � � � � � � � � � � � 11
Assessment and evaluation methods � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �13
Types of assessment� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �14
Proposed grading system� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 15
Part 2
Strand 1 Basic Motor Skills � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 17
Sub-strand 1�1 Locomotor skills: Skipping � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �17
Sub-strand 1�2 Locomotor skills: Galloping � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �36
Sub-strand 1�3 Locomotor skills: Dodging � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 53
Sub-strand 1�4 Locomotor skills: Sliding � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �71
Sub-strand 1�5 Non-Locomotor skills: Twisting � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 89
Sub-strand 1�6 Manipulative skills: Striking � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �99
Strand 2 Swimming � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 118
Sub-strand 2�1 Water safety: H�E�L�P � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 118
Sub-strand 2�2 Basic swimming skills: Arm action in water-front crawl � � � � � � � � � � 130
Sub-strand 2�3 Basic swimming skills: Kicking (Leg action in water) in front crawl �145
Sub-strand 2�4 Basic swimming skills: Starsh oat � � � � � � � � � � � � � � � � � � � � � � � � � � 159
Table of Content
iv
Strand 3 Gymnastics � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 174
Sub-strand 3�1 Static balance: V-balance � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �174
Sub-strand 3�2 Dynamic balance: Beam balance � � � � � � � � � � � � � � � � � � � � � � � � � � � � �181
Sub-strand 3�3 Static balance: Crab stand balance � � � � � � � � � � � � � � � � � � � � � � � � � � � �186
Sub-strand 3�4 Dynamic balance: Backward roll� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 192
Sub-strand 3�5 Dynamic balances: Crab walk � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 204
1
The vision of the basic education curriculum reforms is to enable every Kenyan to become
an engaged, empowered and ethical citizen� This will be achieved by providing every
Kenyan learner with the right standards in the skills and knowledge that they deserve,
and which they need in order to thrive in life� This shall be accomplished through the
provision of excellent teaching, school environments, resources and a sustainable
visionary curriculum that provides every learner with high quality learning� In order to
do this, teachers must engage the learners in exciting activities that allow them to use and
progressively demonstrate the competencies outlined in the curriculum�
This Teacher’s Guide has been designed to do just that� It places the learner at the centre
of learning� The Teacher’s Guide provides pathways for identifying and nurturing the
talents and interests of learners early enough to prepare them for the world of work, career
progression and sustainability�
Based on a competency-based curriculum, the Teacher’s Guide provides methods of
assessment, promoting of national values and national cohesion, and their
integration into the curriculum� The teacher should nurture the learner’s potential
through the learning pathways that are provided in this book� This is for the recognition of
the learner’s potential, gifts and talents� At the end of the day, no child should be labelled a
failure�
The book structure
This Teacher’s Guide is organised into two main sections� Part 1 is the general
introduction section detailing pendagogical 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� Strands
2� Sub-strands
3� Suggested number of lessons
4. Specic learning outcomes
5� Key inquiry questions
Introduction
Part 1
2
6� Core competences to be developed
7� Links to PCIs
8� Links to other subjects
9� Links to values
10� Attention to special education needs
11� Suggested resources
12� Suggested community service learning
13� Suggested assessment
1� Strands
These represent the key areas in Movement Activities that the learners need to
cover�
2� Sub-strands
Each strand has sub-strands that indicates the scope of coverage of what a teacher
should teach and learner should learn in line with the stated learning objectives�
3� Suggested number of lessons
These are the number of lessons suggested for each strand�
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 and 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. The questions are meant to make the learners want to nd out the
solutions in the course of the lesson�
3
6� Core competences to be developed
A competency-based approach enables meaningful connections within and between
subject areas� The seven core competencies to be achieved by every learner are:
• Communication and collaboration.
• Self-efcacy
• Critical thinking and problem solving
• Citizenship
• Digital literacy
• Learning to learn
• Creativity and imagination
They should be achieved once learners have met all the learning objectives in the
lesson�
7� Links to PCIs
Instructions should set out an approach to pertinent and contemporary issues�
Examples are life skills, citizenship skills, 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 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
4
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:
- Lesson number
- Lesson outcomes
- Background information for the teacher
- Suggested learning resources
- Introduction
- Learning activities
- Conclusion
- Assessment
1� Lesson number
This gives the number of the lesson�
2� Lesson outcomes
This section has the learning objective related to the particular lesson according to
the curriculum design�
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 strand� It also provides a guideline on how to start the
lesson�
5
6� Learning activities
This section in this Teacher’s Guide contains both a section for the learner’s activity
as well as the teacher’s activity� The learner’s activity is supposed to guide the teacher
using this guide on what to tell the learners to do so you can teach from a point�
Learning activities are expected to engage learners in an interactive learning process
as much as possible (learner-centred and participatory approach)� They outline
guidelines on how to facilitate the learner’s activities in a way that promotes the
development of core competences, values, skills and attitudes� It also provides
a way that the teacher can cater for the different special education needs with
a consideration to the nature and requirements of the lesson� This section also
contains suggestions of remedial activities for slow learners� The teacher is also
guided on how to instruct with an approach to Pertinent and Contemporary Issues�
Suggestions on when to arrange the learners in groups have been made in this
Teacher’s Guide� The teacher is encouraged to group the learners during all lessons�
This is because it allows all learners to participate and develop their communication
skills� However, bear in mind the special educational needs, gender balance and the
ability of the learners�
7� Conclusion
This section tells the teacher how to end the class�
8� Assessment
This section contains suggestions that assess the lesson learning objectives� They can
be in form of questions, demonstrations, drawings, written exercises or portfolios�
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:
- Name parts of the body involved in an activity�
- 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�
6
For example;
By the end of the lesson, learners should be able to:
- Come up with rules for a given skill�
- 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 the instruction of
movement activities� These are:
(i) Demonstration
(ii) Questioning technique
(iii) Role play
(iv) Individual work
(v) Discussion
(vi) Discovery
These methods have their own merits when used at the right moment and for the
appropriate audience� An attempt has been made to spell out how and when to make
use of some of the methods outlined in the teaching of movement activities�
(i) Demonstration
When the learners are expected to perform sculling or back to back balance, it is
necessary for the teacher to demonstrate rst what he/she expects of them. When the
teacher is demonstrating, he/she is to ensure that all the learners can see what he/she
is doing�
It may be necessary to call the learners around where the teacher is demonstrating for
all to see� During demonstration, he/she could ask some learners to help in handling
and setting up the teaching aids� The teacher should then outline the procedure he/she
expects the learners to follow as they carry out their projects, either individually or in
groups�
(ii) Questioning technique
This is one of the most important methods of teaching and nds its application in
nearly all subjects in a school. A good mode of questioning will fulll several important
aspects of a lesson:
• Increases learner’s participation.
• Reduces teacher talk considerably.
7
• Creates enthusiasm and motivation in the learners.
• Encourages creative thinking.
• Develops skills in organisation of ideas.
• Keeps the class active and lively.
• Promotes interaction between the teacher and his/her learners, among the learners
and with teaching aids�
When a teacher asks a question to one of his/her learners and the learner gives a wrong
answer, the teacher should not say ‘no’ or rebuke the learner� This withdraws the
learner from further learning and concentration because his/her answer was honest
based on what he/she thought was right� Instead, the teacher should follow the learner’s
answer to detect any reason that led to his/her wrong answer� In this process, the teacher
will discover where the learner went wrong and help him/her�
Alternatively, the teacher’s question could have been ambiguous or vague and as a result,
he/she will need to rephrase the question�
(iii) Role play
This method can be applied in teaching, for example when learners 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 classwork� This is the application session whereby every individual learner is
expected to work on his or her own�
During this session, the teacher moves round marking learner’s work and giving
individual attention to those in difculties. Individual work is then extended to the
homework assignment where the learners will be expected to solve problems outside
the classroom� Individual work encourages the learners to go through learnt concepts
alone� This reveals to the teacher how a learner would perform after instruction� It is
possible to conclude whether the lesson achieved the expected objective or whether a
remedial lesson is needed�
(v) Discussion
In discussion, a teacher acts as a facilitator during learner’s interaction� He or she poses
the strand for discussion and acts as a resource person� Discussion educates and trains
the learners to apply knowledge, think critically, solve problems easily and obtain relevant
information easily and make pertinent decisions�
An effective discussion is characterised by the following:
(i) A group atmosphere should prevail where all are actively involved�
(ii) Participation should be critical and reective with lots of cooperation.
(iii) All in class should share in decision making and conclusions reached�
(iv) The teacher’s role is that of a guide and sometimes that of a facilitator�
8
(vi) Discovery method
Through manipulation of teaching resources and a study of a number of patterns and
relationships, learners discover concepts in movement activities� Discovery can arise
through organised work and discussions�
Note:
The two most important documents in planning to teach are the schemes of work and the
lesson plan�
a) Schemes of work
A scheme of work is a collection of related strands and sub-strands drawn from the 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.
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�
9
The type of ‘grouping’ that a teacher may choose depends on:
(a) The strand 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 his/her 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�
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� It is expected to make an impact on a learner’s general
behaviour and approach to life�
1� Practical approach
Learners should seek answers to their questions and problems by nding out
wherever possible�
2� Responsibility
A learner should be responsible enough to effect tasks apportioned and take good
care of items and objects during and after an activity�
3� Cooperation
Learners will often be working in groups while role-playing and therefore need to
cooperate with all other members of the group�
4� Curiosity
Learners should have a curious attitude as they observe things and events around
them. This is the rst step towards solving a problem.
5� 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.
6� Honesty
As they make observations, record, analyse results and draw conclusions�
10
7� Patience
Learners should be patient with each other as other learners may be quick to answer
and others slow to understand�
b) In teachers
• Engage learners in a variety of learning activities.
• Apply appropriate teaching and assessment methods.
• Adjust instructions to the level of the learner.
• Encourage creativity and innovation.
• Make connections/relations with other subjects.
• Show a high level of knowledge of the content.
• Develop effective discipline skills to manage the classroom adequately.
• Be a good communicator.
• Be a guide and counsellor.
• Have a strong passion for children, teaching and learning.
Teaching resources
These refer to things that the teacher requires during the teaching process� They include:
• The classroom/eld
• Textbooks
• Field markers
• Ropes
• Bean bags
• Swimming pool
• Gym area
• Different sports equipment for the different locomotor skills
• Digital devices such as computers and mobile phones
• Classroom objects
• Resource persons
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�
11
Note: Certain strands 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 movement activities
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.
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
12
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� 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 short sighted�
The
material to be observed should be brought closer to the learner and a magnifying lens
used where necessary�
The
teacher should use large diagrams, charts and labels� In some
cases, the learners can be allowed to touch and feel whatever others are looking at� Other
learners can assist by reading aloud� The lighting system in the classroom can also be
improved�
The teacher should read aloud most of the things he/she writes on the chalkboard�
(c)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culty. 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 ones�
(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�
13
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�
Safety in the Classroom
Learners in primary school are extremely active and curious� As such, they are inclined to
getting harmed and injured� They should therefore be constantly protected from sources
of injury and harm� The teacher is therefore advised to take strict safety precautions
whenever learners are in class or outside the classroom� Some areas that need consideration
as far as safety is concerned include:
• When using equipment
• During swimming lessons
• When handling sharp or pointed objects
Remember, the teacher is responsible for the safety of the learners during the period he or
she is handling them�
Assessment and evaluation methods
Competency-based Assessment
Assessment is the process of evaluating the teaching and learning processes through
collecting and interpreting evidence of individual learner’s progress in learning and 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 his/her everyday life and asked to try to overcome the situation
by applying what he/she 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
14
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� You should give importance to
each learner's way of responding and learning and the span of time he or she takes to do
so� You should provide feedback that will lead to positive action and help the learner� When
a teacher is providing reports on a continuous basis, he or she should be sensitive to every
learner's response�
Types of assessment
The
two types of assessment that will be employed in the new curriculum is formative or
continuous assessment (assessment for learning) and summative assessment (assessment
of learning)�
a) Formative and continuous assessment (assessment for learning)
Formative or continuous assessment involves formal and informal methods used by
schools to check whether learning is taking place� When a teacher is planning his/her
lesson, he/she should establish criteria for performance and behaviour changes at the
beginning of a 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:
• Observation to judge the extent of skills acquisition
• Written tests
• Oral questions
• Project work
• Attitude change – this can be done by asking probing questions and checking
body language as learners respond to the questions�
b) Summative assessment (assessment of learning)
When assessment is used to record a judgement of a competence or performance
of the learner, it serves a summative purpose� Summative assessment gives a picture of
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
15
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�
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
Below 40% E Not sufcient/Fail Yet competent
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�
16
Conclusion
This Teacher’s Book has been written to help you guide learners to learn movement activity
in the most enjoyable and captivating manner� You are reminded to always arouse the
curiosity of learners as you teach� Some things that you may do before you go for a lesson
include:
• Go through the expected learning objectives – this should help guide the manner
of teaching�
• Read through the lesson in advance to get an overview of the content to be
covered�
• Form a mental picture of the learning activities and the ways in which you will
interact with learners when dealing with the suggested activities�
• Collect the materials that will be needed during the lesson in advance.
• In some cases, try out the suggested activities/experiments in advance to avoid
embarrassments like the equipment failing to work during the lesson�
Remember: The suggested teaching activities in this book are just a guide� You may not
need to follow them to the letter! Feel free to incorporate other innovative teaching methods
that will help in delivering the intended content optimally�
17
Sub-strand 1.1 Locomotor skills: Skipping
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 skipping for body awareness�
b) Watch a video clip on skipping for digital literacy�
c) Perform skipping in different ways for strength, coordination, endurance and balance�
d) Practise skipping in different ways for strength, coordination, endurance, balance and
for excellence�
e) Establish relationships through skipping for critical thinking and problem solving�
f) Appreciate skipping for strength, coordination, balance and self-esteem�
g) Make appropriate play items for creativity and imagination�
h) Play simple games for enjoyment, creativity, collaboration and peaceful coexistence�
i) Observe rules when playing games for own and others safety�
Key inquiry question
1� Name physical activities that can be performed using a rope�
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
basic movement skills:
1� Citizenship 5� Creativity and imagination
2. Self-efcacy 6. Communication and collaboration
3� Digital literacy 7� Critical thinking and problem solving
4� Learning to learn
Strand
1
Basic Motor Skills
Part 2
18
Link to PCIs
1� ESD: DRR: safety and security, for example: when playing games, learners need to
be careful�
2� Citizenship: social cohesion for example: the learners to collaborate when playing
games�
3� Learner Support Programme: sports and games for example: games that involve
skipping skills�
4� Health Education: HIV and AIDS, for example when wounds and cuts occur
while playing games, report to the teacher and do not handle them�
5� Life Skills: self-esteem and and self-awareness, where knowing myself and knowing
the parts of the body involved in performing physical activities leads to feeling
good�
Link to values
Exhibit responsible behaviour that respects self and others during physical activities by
displaying such values as integrity, respect, responsibility, love, unity and peace�
Links to other subjects
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 used
when skipping for body awareness�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of people skipping� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
19
Learning activities
a� Learner’s activities
1� Look at the picture below�
2� What is the learner doing?
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 them and also participate in the class discussion�
2. Ask the learners to say what they can see in the illustration. This can rst be discussed
in groups, then choose individual learners to give the answers� They should name
the activity happening� Guide accordingly�
3� Ask the learners how many have participated in skipping as shown in the illustration�
Ask them to say how they skip and what parts of the body they use to skip� If none
of the learners has participated in skipping, use the picture to explain how to skip�
You can also demonstrate and have the learners imitate what you do�
4� After they reply, ask them to say what parts of the body need to move for one
to skip� The answers include the hands that spin the rope, the legs that leave the
ground and the body jumping up�
5� As they think and discuss what parts of the body are used when skipping, 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 skipping, they 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
6� As learners learn more about their bodies and the parts of the body involved in
skipping, it helps develop self-awareness, an 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, this helps develop values such as
peace, unity, integrity, respect and responsibility�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
Assessment
Ask the learners to draw the different parts of the body used for skipping� 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 skipping� 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 skipping for
digital literacy�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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 computers and smart phones and video clips of people skipping� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activities
1� Have you used a mobile phone to watch something?
2� What did you watch with the phone?
3� Were you able to navigate the phone?
21
b� Teacher’s activities
1� Have learners respond to the above questions� Give them 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 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� As they are doing this, they
will 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� When the dip ends, have the learners ask the questions they came across as they
watched it� 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 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 access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show learners skipping�
Arrange 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, 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�
22
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
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 say some of the rules to be followed
when skipping�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the suggested teaching and learning resources include eld markers, the eld, bean
bags, ropes, digital devices such as smart phones and video clips of people skipping� If the
school has limited resources, use locally available materials to demonstrate the different
concepts�
23
Learning activities
a� Learner’s activities
1� Look at the picture below�
2� Tell your friend what is going on in the picture�
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�
2� Have the learners discuss in pairs what they can see in the illustration given� Give them
time then ask one of the learners to say what they discussed� As they discuss in pairs,
it helps develop critical thinking and problem solving and communication and
collaboration as well as social cohesion�
3� Guide the learners to point out the things that are wrong with the learners shown in
the illustration� The answers should revolve around the fact that the learners have not
followed any rules�
4� From the answers given, ask that they say what should be followed when learners go
to the eld to skip. Guide them to realise that the answers they give are what forms the
rules to be used when skipping�
5� Some of the rules 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.
24
(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 skipping to avoid injuring their muscles�
(g) Learners should use the play items correctly when in the eld, and should store
them well when they nishing playing.
(h) There are many other rules that the learners can come up with in regards to skipping�
Ensure they are relevant�
6� Guide learners to understand the importance of the rules when playing� They also
need to follow all the rules when they are skipping 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 decision making among the learners� As they respond, this enhances
communication and collaboration� As they think of how the learners in the picture
can have a better experience, they develops creativity and imagination� Knowledge
about what to do in case of an accident while in the eld that can cause injury leads to
development of health education�
Conclusion
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Ask the learners in pairs to write down the rules they have learnt and any other that they feel
is applicable when skipping� Check their work and guide accordingly�
Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform skipping 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 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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
25
Suggested learning resources
Some of the suggested teaching and learning resources include eld markers, the eld, bean
bags, ropes, digital devices such as smart phones and video clips of people skipping� If the
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Say what the following learners are doing�
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 what is happening in the pictures� 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 skipping as shown� Guide accordingly�
As they imitate the learners in the illustrations, it helps develop creativity and
imagination�
4� Next, ask the learners to skip in a manner that they move forward� Ask them
what direction they are moving towards� Next, ask the learners to skip away
from you� Find out what direction they are moving towards� Guide them to
know that it is forward and backwards�
26
5� Have as many learners as possible skip to the front and to the back� They can
skip individually or in small groups, where they compete how well they can
move without falling� This will help in building their strength and coordination�
You can also give directions, where you ask that they skip 5 times to the front
and 5 times to the back at the same time� As learners perfect this, this further
helps them develop strength and coordination�
6� As the learners skip in the directions given, thishelps them develop creativity and
imagination as well as self-efcacy when they skip and do not fall� As learners
work together, they develop social cohesion and citizenship� Responding to
the instructions also helps develop communication and collaboration�
7� The learners also get to develop values such as unity, respect, responsibility,
peace, integrity and love as they work together�
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
Ask the learners to skip in a given number of times to the front and to the back� For
example, you can have the fast learners skip 10 times to the front and 10 times to the back
while the slow learners jump 5 times to the front and the back� Guide accordingly� Ensure
they maintain coordination as they skip�
Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform skipping in different ways
for endurance and balance�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the suggested teaching and learning aids include eld markers, the eld, bean bags,
ropes, digital devices such as smart phones and video clips of people skipping� If the school
has limited resources, use locally available materials to demonstrate the different concepts�
27
Learning activities
a� Learner’s activity
Is it easier to skip to the front or to the back? Say why�
b� Teacher’s activities
1� Have learners respond to the above question� 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� The answers will defer because of the learners’ preferences� 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 review the previous lesson where they were skipping to the
front� Check and guide accordingly�
4� Next, ask the learners to stand in groups of three in a straight horizontal line� Have
spaces between the learners� Have the learner in the middle move towards one side,
towards one of the friends� Ask him or her to say the direction they moved� 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�
5� As they think about the sides, 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 the
learners work together to discuss as well as to move towards each other, this helps
develop social cohesion� It also develops unity and peace as values among the
learners�
6� Ask the learners to then skip to the right and to the left� Have them skip to the right
rst then to the left as the whole class. You can then give them different instructions
such as skip to the right a number of times then to the left a number of times� This
helps them balance as they move to the different sides� Constantly encourage those
who lose their balance to rise and keep practising�
7� As for the physically impaired learners, incorporate them to participate in skipping
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 skipping till they can develop their strength� As for the fast learners, you
can ask them to skip more times to the right and to the left so they do not disturb
the rest of the learners� Guide and correct accordingly�
8� As the learners skip in the directions given, they develop creativity and imagination
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�
28
9� As the learners play together, they develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
Ask the learners to skip 10 times to the left and 10 times to the right� Check their endurance
and balance�
Lesson 6 and 7
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to practise skipping in different ways
for strength, coordination, endurance, balance and excellence�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the suggested teaching and learning aids include eld markers, the eld, bean bags,
ropes, digital devices such as smart phones and video clips of people skipping� If the school
has limited resources, use locally available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Ask the learners the following question:
Is it easier to skip to the front and back or to the sides?
b� Teacher 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, they develop communication and collaboration as well
as critical thinking and problem solving�
29
2. Ask the learners to skip 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 that they now skip 5 times to the back� Check and guide accordingly�
4� Do the same for skipping to the right and to the left� Check their progress�
5� As the learners skip, it helps develop their creativity and imagination as well as
social cohesion as they have to work together�
6� 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� They can compete skipping a number of times in the
different directions, showing a grasp of what is required at each stage�
7. For example, you can have the rst group skip 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 skipping 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�
8� As for the physically impaired learners, incorporate them to participate in skipping
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 skipping till they can develop their strength� As for the fast learners,
you can ask them to skip in a way that makes shapes such as letter D, L or A, and
different numbers� This way, they will be kept busy and will not disturb the rest of
the learners� Guide and correct accordingly�
9� As the learners work in groups, this helps develop their communication and
collaboration skills as well as their critical thinking and decision making
competence� Working in groups helps to facilitate social cohesion as well as the
values of unity and peace�
10� When learners learn that they can be able to perform all the skipping combinations,
they develop a feeling of self efcacy� The learners also develop learning to learn
as they follow the instructions�
11� As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
1� Ask the learners to practise skipping in as they make the following shapes:
(a) A triangle
(b) The letter L
30
(c) The letter A
2� 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
skipping for critical thinking and problem solving�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the suggested teaching and learning aids include eld markers, the eld, bean bags,
ropes, digital devices such as smart phones and video clips of people skipping� If the school
has limited resources, use locally available materials to demonstrate the different concepts�
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 given� Be sure to 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� As they discuss and give
their answers, it helps to develop their communication and collaboration and
critical thinking as well as social cohesion and the values of unity and peace in
the learners�
31
3� Review the previous skipping ways, which include skipping to the front, back, to the
left and right� Ensure your learners can do this� Ask them how they can be able to
skip 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 skip in
a zigzag manner�
4. Ensure they discuss and nally come up with the correct way of skipping in a zigzag
manner� The groups that get to know how this is done should show the rest of the
learners how to skip 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 skip in a zigzag manner� Guide accordingly�
5� If there is time, you can ask that they skip in a circular manner and in a curved
manner in the same groups, where all the group members think critically and come
up with how they skip� This activity can also be given to the fast learners when they
complete skipping in a zigzag manner so they do not disrupt the rest of the learners
as they skip in a zigzag manner� Guide accordingly�
6� As for the physically impaired learners, incorporate them to participate in skipping
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 skipping till they can develop their strength� As for the fast learners, you
can ask them to skip in different ways or more times than the others� This way, they
will be kept busy and will not disturb the rest of the learners� Guide and correct
accordingly�
7� As learners discuss together in their groups, they develop communication and
collaboration� Thinking of how one can skip in a zigzag manner develops critical
thinking and problem solving� As the learners also work together, it helps
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 skip in a circular manner� The learners also gain self-efcacy and
learning to learn when they get to nd out on their own how they can skip in
different complex pathways�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you collecting the learning resources where they should be for the next
lessons use�
Assessment
Ask the learners to practise skipping in a variety of pathways such as in a circular, curved
and triangular pathway�
32
Lesson 9
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate skipping for strength,
coordination, balance and self esteem�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the suggested teaching and learning aids include eld markers, the eld, bean bags,
ropes, digital devices such as smart phones and video clips of people skipping� If the school
has limited resources, use locally available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Tell your friend some circumstances where skipping is important�
b� Teacher’s activities
1� Ask the learners to respond to the question above� Have the learners 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 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 circumstances where skipping is important�
Challenge the learners to be as creative as possible when it comes to the scenarios�
4� You can ask the learners to demonstrate some of the circumstances they have
mentioned� They can, for example, pretend they are skipping over a puddle, or
skipping and competing with a friend� Guide accordingly�
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�
33
6� Learners skipping 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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Have the learners demonstrate other scenarios that show the importance of skipping� Guide
accordingly�
Lesson 10 and 11
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to make appropriate play items for
creativity and imagination�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the suggested teaching and learning aids include eld markers, the eld, bean bags,
ropes, digital devices such as smart phones and video clips of people skipping� If the school
has limited resources, use locally available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Have the learners say some items that can be used to make things they can skip with�
b� Teacher’s activities
1� Ask the learners the question above�
2� Have the learners 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�
34
3� 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 skip with�
They can be locally available materials that are mostly found in their environment,
for example grass, long pieces of cloth tied together, old sheets that can also be tied
together, etc� The learners need to be as creative as possible when coming up with
the lists�
4� 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�
5� Have the learners use the ropes they have made from the different items and skip
moving forward� Guide accordingly�
6� As for the physically impaired learners, incorporate them to participate in getting
items for skipping in a way that they are comfortable with and that causes them no
harm or ridicule� This will help develop the learner support program where the
learners will feel good as they are incorporated into the class discussion�
7� 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, respect and integrity and responsibility�
8� 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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Have the learners in their free time think of other items that they can use to make ropes 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,
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 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
35
the activities to teach in a way that incorporates all the learners in the lesson� Ensure where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the suggested teaching and learning aids include eld markers, the eld, bean bags,
ropes, digital devices such as smart phones and video clips of people skipping� If the school
has limited resources, use locally available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Tell your friend some games that you can play as you skip�
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 skipping� The answers
need to show an interconnection between skipping and other 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 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
skipping 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 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 get while in the eld to
the teacher� Explain the dangers of not 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, peace and responsibility�
36
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
Have the learners develop any other games that involve skipping still in their groups� They
can present their ndings during the next lesson.
End of sub-strand
Notes to the teacher
Skipping is an activity that requires the learners to lift their legs off the ground� Mostly, there
is something that they skip over� There are many different variations to skipping� Encourage
the learners to practise as many as possible� Encourage creativity as well as working together
to help encourage social cohesion as well as citizenship�
Suggested community service learning activity to support learning through
application
Learners to make ropes and display them during the parent’s meeting�
Suggested non-formal activity to support learning through application
Learners to visit a market to see different types of ropes�
Suggested assessment
Oral questions and practical assessment�
Sub-strand 1.2 Locomotor skills: Galloping
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 horses galloping for digital literacy�
b) Perform galloping in different ways for strength, coordination, endurance and balance�
c) Practice galloping in different ways for strength, coordination, endurance, balance and
for excellence�
d) Establish relationships through galloping for critical thinking and problem solving�
e) Appreciate galloping for strength, coordination, balance and self-esteem�
f) Make appropriate play items for creativity and imagination�
g) Play simple games for enjoyment and peaceful coexistence�
h) Observe the rules when playing games for own and others safety�
37
Key inquiry questions
1� Name the animals that gallop�
2� How can you use the gallop skill in your daily life?
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: safety and security, for example when learners are playing games�
2� Citizenship: social cohesion, for example the learners to collaborate when playing games�
3� Learner Support Programme: sports and games, for example playing games that
involve galloping skills�
4� Health Education: HIV and AIDS, for example when learners get to know that when
wounds and cuts occur while playing, they should report to the teacher and not handle
them�
5� Life Skills: self-esteem and self-awareness, for example learners knowing themselves
and knowing the parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical
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� Mathematics activities
38
Lesson development
Lesson 1
Time: 30 minutes
Lesson objective
By the end of the lesson, the learner should be able to watch a video clip on galloping for
digital literacy�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of people galloping� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Name some animals that gallop as they move�
b� Teacher’s activities
1� Have learners respond to the above questions� Give them 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
as well as learning to learn�
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� Some responses include the horse, zebra, gazelle, antelope, cattle, sheep among
many others� Accept correct responses from 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�
39
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� 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�
8� In instances that there is no access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show animals galloping
Arrange the pictures in a way that develops knowledge as the learners view them�
9� 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�
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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
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�
40
Lesson 2
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform galloping in different ways
for strength and coordination�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of people galloping� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Say what you can see in the picture�
41
b� Teacher’s activities
1� Ask learners to look at the picture given� Provide the picture 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 horse in the picture is doing� You can ask some
of the learners to imitate galloping as shown� Guide accordingly� As they imitate,
they develop creativity and imagination�
4� Next, ask the learners to gallop in a manner that they move forward� Ask them what
direction they are moving towards� Next, ask the learners to gallop away from you,
in the opposite direction� Find out what direction they are moving towards� Guide
them to know that it is forward and backwards�
5� Have as many learners as possible gallop to the front and to the back� They can
gallop 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 directions, where you ask that they gallop 5 times to the front and 5 times
to the back� As learners perfect this, this further helps them develop strength and
coordination�
6� Next, ask the learners to gallop to the left and the right� You can demonstrate each
move and ask the learners to say what direction you are galloping to� Ensure they
respond correctly� You can then ask the learners to gallop as you did� Ensure they do
the correct thing� Guide accordingly�
7� As for the physically impaired learners, incorporate them to participate in galloping
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 galloping to the sides given till they can develop their strength� As for the
fast learners, you can ask them to gallop more times to the right and to the left so
they do not disturb the rest of the learners� Guide and correct accordingly�
8� As the learners gallop in the directions given, this helps them develop creativity and
imagination as well as self-efcacy when they gallop and do not fall� As learners
work together, they develop social cohesion and citizenship� Responding to the
instructions also helps develop communication and collaboration�
9� The learners also get to develop values such as unity, respect, responsibility,
peace, integrity and love�
Conclusion
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
42
Assessment
Ask the learners to gallop in a given number of times to the front and to the back� For
example, you can have the fast learners gallop 10 times to the front and 10 times to the back
while the slow learners gallop 5 times to the front and the back� Check what they do and
guide accordingly�
Lesson 3
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform galloping in different ways
for endurance 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 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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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 computers and smart phones and video clips of people galloping� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Is it easier to gallop to the front or to the back? Say why�
b� Teacher’s activities
1� Have learners respond to the above questions� 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,
they develop self-esteem and the value of respect among the learners�
2� The answers will defer because of the learners’ preferences� 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�
43
3� Ask the learners to review the previous lesson where they were galloping to the
front and back as well as sideways� Check and guide accordingly� If the learners still
have issues, give time to demonstrate galloping again till they are able to get it�
4� Next, ask the learners to gallop in a curved manner� Guide them to realise they need
to gallop to the front and right or left at the same time to be able to achieve moving
in a curve�
5� You can ask the learners who can to demonstrate to the rest of the learners how this
is done, then the rest imitate� Check and guide accordingly� If the learners cannot do
this, demonstrate then ask that they imitate what you did� Ensure they achieve this�
6� As for the physically impaired learners, incorporate them to participate in galloping
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 galloping to be able to achieve balance and endurance� As for the fast
learners, you can ask them to gallop more times so they do not disturb the rest of
the learners� Guide and correct accordingly�
7� As the learners gallop in the directions given, this helps them develop creativity
and imagination as well as self-efcacy when they can do it correctly� As learners
work together, they develop social cohesion and citizenship� Responding to
the instructions also helps develop communication and collaboration as well as
critical thinking and problem solving�
8� As the learners play together, they develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
1� Ask the learners to gallop:
(a) 10 times to the left
(b) 10 times to the right
(c) 10 times to the front
(d) 10 times to the back
(c) 5 times to form a curve
2� Check what they do and guide accordingly�
44
Lesson 4 and 5
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to practise galloping in different ways
for strength, coordination, endurance, balance and excellence�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of people galloping� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Ask the learners the following question:
Is it easier to gallop to the front and back or to the sides?
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, they develop communication and collaboration as well
as critical thinking and problem solving�
2. Ask the learners to all gallop 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 that they now gallop 5 times to the back� Check and guide accordingly�
4� Do the same for galloping to the right and to the left as well as forming curves as
they gallop� Check their progress and help any learners that you feel need more time�
5� As the learners gallop, they develop their creativity and imagination as well as
social cohesion as they work together�
6� 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� They can compete galloping a number of times in the
different directions, showing a grasp of what is required at each stage�
45
7� For example, you can have the learners gallop 5 times at a fast tempo to the front
and back, then gallop at a slow tempo to the left and right� Have a learner from each
group do this� This combination of moves will help the learners practise galloping
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�
8� The learners can also gallop in a curved manner and also in a circular manner� Once
the gain these shapes, ask that they gallop in a fast tempo then in a slow tempo in
both the circular manner as well as the curved manner� Check and guide accordingly�
9� As for the physically impaired learners, incorporate them to participate in galloping
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 galloping till they reach excellence� As for the fast learners, you can ask them
to gallop in a way that makes shapes such as letter C, L or O, and different numbers�
This way, they will be kept busy and will not disturb the rest of the learners� Guide
and correct accordingly�
10� As the learners work in groups, this helps develop their communication and
collaboration skills as well as their critical thinking and problem solving
competence� As they learn and practise galloping in the different shapes and
directions, it helps develop creativity and imagination� Working in groups helps
to facilitate social cohesion and citizenship as well as the values of unity and
peace�
11� When learners learn that they can be able to perform all the galloping combinations,
they develop a feeling of self-efcacy� The learners also develop learning to learn
as they follow the instructions�
12� As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to practise galloping in the areas they feel they have a weakness in�
Lesson 6 and 7
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to establish relationships through
galloping for critical thinking and problem solving�
46
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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 computers and smart phones and video clips of people galloping� If your school has
limited resources, use locally available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Find out from your friend if they like galloping� Why do they like it?
b� Teacher’s activities
1� Ask the learners to respond to the question above� Have the learners 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 among the learners� Working together also helps develop social cohesion
and citizenship� Encourage as many learners as possible to come to the front and
present their responses� Guide and correct accordingly�
2� The learners will have different responses, and you should encourage them to air
them out� If they are negative about galloping because they do not fully know how
to do it, review what they have learnt already�
3� After the responses, ask them how they can be able to gallop in a zigzag manner�
This is something new and might be a bit difcult. You can have them discuss in
their groups how one can do this�
4. Ensure they discuss and nally come up with the correct way of galloping in a
zigzag manner� The groups that get to know how this is done should show the rest
of the learners how to gallop in the 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 do this� Ensure the learners attain
mastery� Guide accordingly�
5� As for the physically impaired learners, incorporate them to participate in galloping
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� As for the fast learners, you can give them more exercises to do as they
nish so they do not disturb the class.
6� As learners discuss together in their groups, they develop communication and
collaboration� Thinking of how one can gallop in a zigzag manner develops
critical thinking and problem solving� As the learners also work together, it
47
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 gallop in the new way� The learners also gain self-efcacy and learning
to learn when they get to nd out on their own how they can gallop in different
complex pathways�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
Assessment
Ask the learners to practise galloping in a variety of pathways such as in a circular, curved
and triangular pathway�
Lesson 8
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate galloping for strength,
coordination, balance and self-esteem�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of people galloping� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Tell your friend some circumstances where galloping is important�
b� Teacher’s activities
1� Ask the learners to respond to the question above� Have the learners 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 among the learners� Working together also helps develop social cohesion
and citizenship�
48
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 circumstances where galloping is important�
Challenge the learners to be as creative as possible when it comes to the scenarios�
4� They may include galloping in play, galloping as they run, galloping to jump over
things or even galloping in dances� Encourage creativity� Guide accordingly�
5� You can ask the learners to demonstrate some of the scenarios or circumstances
they have mentioned� They can, for example, gallop as in a dance or in a game� Ask
that they be creative in their presentations� Guide accordingly as needed�
6� As the learners come up with scenarios where galloping is used, 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�
7� Learners galloping 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 values such as unity, peace, love, respect and
responsibility to each other�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Have the learners demonstrate other scenarios that show the importance of galloping�
Guide accordingly�
Lesson 9 and 10
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to make appropriate play items for
creativity and imagination�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
49
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of people galloping� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Have the learners say some items that can be used to make things they can use as they
gallop�
b� Teacher’s activities
1� Have the learners discuss the question in pairs then have certain learners give their
responses� As they discuss, they develop communication and collaboration
as well as critical thinking and problem solving� Working together also helps
develop social cohesion and citizenship�
2� Ask learners to name the things discussed� The answers should revolve around
things that are easy to come by and that can be used to make things that they can
use as they gallop� They can be locally available materials that are mostly found in
their environment� Encourage the learners need to be as creative as possible when
coming up with the lists�
3� Give the learners time to go round the school collecting the items they discussed�
Remind them the need to be safe even as they collect the items to play with� This is
development of safety and security�
4� Once they collect all the items, ask that they play with them in groups� After a
while, they can interchange the different items in the different teams and also come
up with games that they can play that involve these items and galloping� Guide
accordingly�
5� As for the physically impaired learners, incorporate them to participate in getting
items for galloping in a way that they are comfortable with and that causes them no
harm or ridicule� This will help develop the learner support program where the
learners will feel good as they are incorporated into the class discussion�
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, peace, respect, integrity 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�
50
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
Have the learners in their free time think of other items that they can use to make items
they can use as they gallop� Let them make the items and present them to the class during
the next lesson� Encourage and applaud creativity�
Lesson 11
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to play simple games for enjoyment,
creativity and imagination�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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 computers and smart phones and video clips of people galloping� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Tell your friend some games that you can play as you gallop�
b� Teacher’s activities
1� Have the learners discuss in pairs the statement given then have certain learners give
their responses� As they discuss, 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 while galloping� The answers
need to show galloping in the games� Answers can include galloping when racing
among others� Accept any other relevant answers�
51
3� Check as the learners play the games and guide accordingly� You can have the
learners play in pairs or in small groups the different games they have chosen� Guide
accordingly�
4� Incorporate the learners with different physical impairments to participate in a way
that they can without causing themselves injury or ridicule�
5� As the learners think through the games, they develop their critical thinking and
problem solving as well as creativity and imagination� As they discuss and get
to play, it helps develop communication and collaboration� Playing also helps
develop the values of unity, responsibility, respect, integrity, love for one
another and peace�
Conclusion
Once the class is over, have the learner change back into their school uniforms and go back
to class and incase they are any resources that were used, have the learners help you put
them back to where they should be�
Assessment
Have the learners develop any other games that involve galloping� They can present their
ndings during the next lesson.
Lesson 12
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
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of people galloping� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Ask learners to say some of the things they need to do as they play games requiring
galloping�
52
b� Teacher’s activities
1� Have learners respond to the above questions� 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
the rules to be followed when galloping� This can still be done in the groups, then
have individual learners stand and present their answers to the class� Guide their
discussions�
3� Some of the rules 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 playing 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 galloping�
Ensure they are relevant�
4� Guide learners to understand the importance of the rules when playing� They also
need to follow all the rules when they are galloping 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 decision making among the learners� As they respond, this enhances
communication and collaboration and creativity and imagination� Knowledge
about what to do in case of an accident while in the eld that can cause injury leads
to development of health education�
6� Playing also helps develop the values of unity, responsibility, respect, integrity,
love and peace�
Conclusion
Conclude the lesson by instructing learners to change back 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 should be�
53
Assessment
Ask the learners in pairs to write down the rules they have learnt� They should then put
them up someplace where they will refer to them as they go out to play�
End of sub-strand
Notes to the teacher
Guide the learners to note that galloping follows the process below:
(a) Standing straight, put one leg to the front�
(b) Bring the back foot to the front one�
(c) Continue with the same motion�
(d) They can add a bit of a hop or jump as they bring the feet together�
Ensure excellence as the learners do this�
Suggested community service learning activity to support learning through
application
Learners can perform galloping during the prize-giving day and AGM�
Suggested non-formal activity to support learning through application
Learners can be taken to watch athletic championships in the community stadium or where
they are held�
Suggested assessment
Oral questions and practical assessment�
Sub-strand 1.3 Locomotor skills: Dodging
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 dodging for body awareness�
b) Watch a video clip on a game of netball and observe dodging for digital literacy�
c) Perform dodging in different ways for strength, coordination, endurance and balance�
d) Practise dodging in different ways for strength, coordination, endurance, balance and
for excellence�
e) Establish relationships while dodging for critical thinking and problem solving�
f) Appreciate dodging for strength, coordination, balance and self-esteem�
g) Make appropriate play items for creativity and imagination�
h) Play simple games for enjoyment, creativity, collaboration and peaceful coexistence�
i) Obey rules when playing games for own and others safety�
54
Key inquiry questions
1� Mention games that you can play using dodging�
2� What do you do to avoid being hit by a kicked ball?
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: safety and security, for example when playing games that involve
dodging�
2� Citizenship: social cohesion, where the learners collaborate when playing games�
3� Learner Support Programme: games that involve dodging skills help develop this�
4� Health Education: HIV and AIDS: for example, when wounds and cuts occur
while playing games learners should report to the teacher and not handle them�
5� Life Skills: self-esteem and self-awareness, through learners knowing themselves
and knowing the parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical
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� Mathematics activities
55
Lesson development
Lesson 1
Time: 30 minutes
Lesson objective
By the end of the lesson, the learner should be able to name the parts of the body used
when dodging for body awareness�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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 computers and smart phones and video clips of learners playing a game
where dodging is used� If your school has limited resources, use locally available materials
to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Tell your friend what the dodging is�
b� Teacher’s activities
1. Introduce the lesson by having learners discuss the statement above. This can rst
be discussed in groups, then choose individual learners give the answers� Guide
accordingly�
2� Ask learners how many have participated in dodging� Ask them to say how they
dodge and what parts of the body they use to do this� If none of the learners has
participated in dodging, explain how to do this� You can also demonstrate and have
the learners imitate what you do� Guide the learners to know that the parts of the
body used for dodging include the hands and legs and sometimes the whole body�
3� As they think and discuss what parts of the body are used when dodging, 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 dodging, 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�
56
4� As learners learn more about their bodies and the parts of the body involved in
dodging, they develop self-awareness, an important issue for learners as they grow
up� This also helps develop self-esteem among the learners�
5� As the learners participate in the class activities, this helps develop values such as
peace, unity, integrity, respect and responsibility�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to draw the different parts of the body used for dodging� 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� 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
netball and observe dodging for digital literacy�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of learners playing a game
where dodging is used� If your school has limited resources, use locally available materials
to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Ask learners to say what the last video they watched is called� What was it about?
57
b� Teacher’s activities
1� Have learners respond to the above questions� 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 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 access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show learners playing a
game where there is dodging� Arrange 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, they develop
communication and collaboration, critical thinking and problem solving as
well as creativity and imagination� As the learners work together, it fosters social
58
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
organise the class as it was before the lesson and settle down for the next lesson�
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 obey rules when playing games 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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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 computers and smart phones and video clips of learners playing a game
where dodging is used� If your school has limited resources, use locally available materials
to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Tell your friend what are some things that they should do as they play with their friends�
b� Teacher’s activities
1� Have learners respond to the above questions� Give them time to discuss in
groups of three, 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�
59
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 dodging� This can still be done in the
groups, then have individual learners stand and present their answers to the
class� Guide their discussions�
3� Some of the rules 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 playing 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) Learners need to be aware of the learners around them even as they play games that
require dodging� They should not assume they can see the balls moving around as
they can easily get hurt�
(i) There are many other rules that the learners can come up with in regards to dodging�
Ensure they are relevant�
4� Guide learners to understand the importance of the rules when playing� They also
need to follow all the rules when they are dodging 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 decision making among the learners� As they respond, this enhances
communication and collaboration and creativity and imagination� Knowledge
about what to do in case of an accident while in the eld that can cause injury leads to
development of health education�
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
Ask the learners in pairs to write down the rules they have learnt� They should put them up
somewhere where they can refer to them as they go to play�
60
Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform dodging in different ways
for strength and coordination�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of learners playing a game
where dodging is used� If your school has limited resources, use locally available materials
to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Say what the following learners are doing�
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 selected learners present their answers to the class�
2� As the learners discuss in pairs, they develop communication and collaboration�
Thinking of the answers to present helps to develop critical thinking and problem
solving in the learners�
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3� Ask learners if they can do what the learners in the illustrations are doing� You can ask
some of the learners to imitate the dodging as shown� Guide accordingly�
4� Ask the learners to dodge others in a manner that they move forward� Ask them
what direction they are moving towards� Next, ask the learners to dodge away from
you� Find out what direction they are moving towards� Guide them to know that it is
forward and backwards�
5� Have as many learners as possible dodge to the front and to the back as they play
games� They can do this individually or in small groups� Ask that they play in small
groups of four� Encourage them to do this and maintain their balance� This will help
build their strength and coordination� You can also give directions, where you ask
that they dodge one learner, then two learners, to the front and back� Ensure you give
enough time for practise as this is a difcult task. As learners perfect this, this further
helps them develop strength and coordination�
6� As the learners dodge in the directions given, they develop creativity and imagination
as well as self-efcacy when they dodge and do not fall� As learners work together,
they develop social cohesion and citizenship� Responding to the instructions also
helps develop communication and collaboration as well as critical thinking and
problem solving�
7� The learners also get to develop values such as unity, respect, responsibility, peace,
integrity and love as they perform dodging�
Conclusion
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
Ask the learners to dodge to either side� Encourage them to perfect the move and build
coordination�
Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform dodging in different ways
for endurance and balance�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
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Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of learners playing a game
where dodging is used� If your school has limited resources, use locally available materials
to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Is it easier to dodge others to the front or to the back? Say why�
b� Teacher’s activities
1� Have learners respond to the above questions� 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, they develop
self-esteem and the value of respect among the learners�
2� The answers will defer because of the learners’ preferences� 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 review the previous lesson where they were dodging others to the
front and the back� Check and guide accordingly�
4� Move to the left and ask the learners to say what direction you are moving towards�
Move to the left and do the same� Guide the learners to learn that you moving to the
left and to the right�
5� Ask that they dodge a learner to the right and to the left� They should try and dodge
one learner in either direction, and then do this with two learners� Give them time
to perfect this move� Guide and encourage the learners to maintain the balance and
endurance�
6� As they think about the sides you are moving to, 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
the learners work together to discuss as well as to move, they develop social cohesion
and creativity and imagination� It also develops unity and peace as values among
the learners�
7� As for the physically impaired learners, incorporate them to participate in dodging 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
dodging till they can develop their strength� As for the fast learners, you can ask them
to dodge more times to the right and to the left so they do not disturb the rest of the
learners� Guide and correct accordingly�
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8� As learners play together, they develop values such as integrity, respect, responsibility,
unity, love and peace�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to dodge to the left and to the right� Encourage them to do this more to be
able to develop the balance and endurance� Guide the learners accordingly�
Lesson 6 and 7
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to practise dodging in different ways
for strength, coordination, endurance, balance and excellence�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of learners playing a game
where dodging is used� If your school has limited resources, use locally available materials
to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Ask the learners the following question:
Is it easier to dodge to the front and back or to the sides?
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�
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2. Ask the learners to all dodge ve times to the front. Check that they do it correctly.
Ask that they now dodge 5 times to the back� Do the same for dodging to the right
and to the left� Check their progress and guide accordingly� Be sure to give the special
ability learners such as the slow learners more time to complete the task�
3. You can then have the learners in multi-ability groups of ve learners. You can
have a learner from each group compete to gain strength, endurance, coordination,
balance and excellence� They can compete dodging a number of times in the different
directions, showing a grasp of what is required at each stage�
4� For example, you can have a learner from each group to dodge a learner to the front,
to the back, to the right and to the left� This combination of moves will help the
learners practise dodging 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�
5� As for the physically impaired learners, incorporate them to participate in dodging in
a way that they are comfortable with and that causes them no harm or ridicule� Guide
and correct accordingly�
6� 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
and peace�
7� When learners learn that they can be able to perform all the dodging combinations,
they develop a feeling of self-efcacy� The learners also develop learning to learn
as they follow the instructions�
8� As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you collecting the learning resources where they should be for the next
lessons use�
Assessment
Ask the learners to nd out if there are other ways of dodging. They can discuss and
present their answers to the class during the next lesson�
Lesson 8
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able establish relationships through dodging
for critical thinking and problem solving�
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Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of learners playing a game
where dodging is used� If your school has limited resources, use locally available materials
to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Are there instances where dodging is useful? Tell your friend�
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�
2� Ask the learners to name some of the situations where dodging can be used� The
replies can include in games, when racing, when avoiding getting hit by different
items that are on coming, among many other scenario� Guide accordingly�
3� Ask the learners to practise what they have learned so far, that is dodging to the
front, to the back, to the right and the left� Ensure they have attained the required
skill�
4� Ask them how they can be able to dodge 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 do this�
5. Ensure they discuss and nally come up with the correct way of dodging in a zigzag
manner� The groups that get to know how this is done should show the rest of the
learners how to dodge 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 dodge in a zigzag manner� Guide accordingly�
6� If there is time, you can ask that they dodge in a circular manner and in a curved
manner in the same groups, where all the group members think critically and come
up with how this is done� This activity can also be given to the fast learners when
they complete dodging in a zigzag manner so they do not disrupt the rest of the
learners� Guide accordingly�
7� As for the physically impaired learners, incorporate them to participate in dodging
in a way that they are comfortable with and that causes them no harm or ridicule�
Guide accordingly�
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8� As learners discuss together in their groups, this helps develop communication
and collaboration� Thinking of how one can do this in a zigzag manner develops
critical thinking and problem solving� As the learners also work together, it helps
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 dodge in a circular manner� The learners also gain self-efcacy and
learning to learn when they get to nd out on their own how they can dodge in
different complex pathways�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to practise dodging in a variety of pathways such as in a circular, curved
and triangular pathway� Guide and correct accordingly�
Lesson 9
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate dodging for strength,
coordination, balance and self-esteem�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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 computers and smart phones and video clips of learners playing a game
where dodging is used� If your school has limited resources, use locally available materials
to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Tell your friend if it is important to get to know dodging�
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b� Teacher’s activities
1� Ask the learners to respond to the question above� Have the learners 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 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 reasons why it is important to know
dodging as a skill� Challenge the learners to be as creative as possible when it comes
to the reason�
4� You can ask the learners to demonstrate some of the circumstances they have
mentioned� They can, for example, pretend they are dodging a kidnapper who is out
to get them, or dodging a ball as they play� The circumstances therefore show that
dodging is important as it can save life� Ask that they think of as many advantages
of dodging as possible� Guide accordingly�
5� As the learners come up with advantages, they 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 playing together helps develop learning to learn and creativity and
imagination� 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
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
Have the learners demonstrate other scenarios that show the importance of dodging�
Encourage creativity� Guide accordingly�
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Lesson 10 and 11
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner 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 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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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 computers and smart phones and video clips of learners playing a game
where dodging is used� If your school has limited resources, use locally available materials
to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Have the learners say some items that can be used to make things they can play dodge
with�
b� Teacher’s activities
1� Ask the learners the question above�
2� Have the learners discuss in groups of three then have certain learners give their
responses� As they discuss, they 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 should revolve around
things that are easy to come by and can be used to make things that they can play
dodge with� Encourage the learners to be as creative as possible when coming up
with the lists�
4. You can then ask the learners to go round the school and the eld collecting the
items they suggested� Remind them the need to be careful as they collect the items
and to ensure they maintain security as they play� This will be further developing
security and safety among the learners�
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5� Have the learners use the items they have made in games that involve dodging� Most
of the items can be balls or sticks that they can dodge or try to take to pass to their
fellow learners�
6� As for the physically impaired learners, incorporate them to participate in getting
items for dodging in a way that causes them no harm or ridicule� This will help
develop the learner support program where the learners will feel good as they are
incorporated into the class discussion�
7� 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, respect and integrity and responsibility�
8� 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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Have the learners in their free time think of other items that they can make to play in games
requiring dodging� 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,
creativity and imagination�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of learners playing a game
where dodging is used� If your school has limited resources, use locally available materials
to demonstrate the different concepts�
70
Learning activities
a� Learner’s activity
Tell your friend some games that you can play as you dodge�
b� Teacher’s activities
1� Ask the learners to name some games that they can play while dodging� The answers
need to show an interconnection between dodging and other games� Accept any
relevant answers�
2� The learners can also dodge in the different levels as they play, such a dodging in a
high level, low level and medium level� You can ask some learners to demonstrate
this, and if they do not know how, demonstrate then ask that they follow what you
do� They can then do the move on their own� Guide and correct accordingly�
3� As the learners think through the games, this helps develop their critical thinking and
decision making� As they discuss and get to play, it helps develop communication
and collaboration and creativity and imagination� It also helps develop the
values of unity, responsibility, respect 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
dodging and present it to the rest of the learners�
5� Playing the games helps develop creativity and imagination as well as self-
efcacy� It also develops social cohesion as the learners learn to work together,
and the values of unity, respect, peace, integrity, love and responsibility�
Conclusion
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Have the learners develop any other games that involve dodging still in their groups� Check
the work they do and guide accordingly�
End of the sub-strand
Notes to the teacher
It is important that you explain that dodging involves:
(a) Moving the body quickly in a direction different from the one expected from you�
(b) To dodge properly, you need to always be ready to move�
(c) You also need to be alert always to gure the direction a person is moving so you
can dodge them correctly�
(d) You also need to always have your eyes on the ball or the person you are dodging so
they do not get you unawares�
71
(e) Dodging involves activities such as jumping, stretching, bending and hopping
among others�
Encourage all the points above as the learners learn during this sub-strand� Demonstrate
as much as possible and ensure the learners learn these points�
Suggested community service learning activity to support learning through
application
Learners to take part in the ‘Freedom from Hunger Walk’ event�
Suggested non-formal physical activities to support learning
Learners to make balls and bean bags from locally available materials�
Suggested assessment:
Oral questions and practical assessment�
Sub-strand 1.4 Locomotor skills: Sliding
Number of lessons: 12 lessons
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a) Explore sliding in different ways for body awareness�
b) Watch a video clip of people sliding for digital literacy�
c) Perform sliding in different ways for strength, coordination, endurance and balance�
d) Practise sliding in different ways for strength, coordination, endurance, balance and
for excellence�
e) Establish relationships through sliding for critical thinking and problem�
f) Appreciate sliding for strength, coordination, balance and self-esteem�
g) Make appropriate play items for creativity and imagination�
h) Play simple games for enjoyment, creativity, collaboration, and peaceful coexistence�
i) Observe the rules when playing games for own and others safety�
Key inquiry questions
1� How can you use the skill sliding (side gallop) in your daily routine?
2� Name animals that slide for movement�
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
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4� Learning to learn
5� Creativity and imagination
6� Communication and collaboration
7� Critical thinking and problem solving
Link to PCIs
• ESD: DRR: safety and security, for example when playing games that involve
sliding�
• Citizenship: social cohesion, for example the learners collaborate when playing
games�
• LearnerSupportProgramme: sports and games, for example: games that involve
sliding skills�
• Health Education: HIV and AIDS, for example when wounds and cuts occur
while playing games learners to report to the teacher and not handle them�
• LifeSkills: self-esteem and self-awareness, where learners know themselves and the
parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical l
activities by displaying such values as integrity, respect, responsibility, love, unity and peace�
Links to other learning areas
(a) Languages activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson objective
By the end of the lesson, the learner should be able to explore sliding in different ways for
body awareness�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
73
Suggested learning resources
Some of the learning resources include eld markers, the eld, pebbles, ropes, digital
devices such as computers and smart phones and video clips of animals that slide such as
the seal� If your school has limited resources, use locally available materials to demonstrate
the different concepts�
Learning activities
a� Lear ner’s acti vity
Look at the illustration below� Say what you can see�
b� Teacher’s activities
1� Introduce the lesson by having learners look at the illustration as suggested above�
You should provide the illustration 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 illustration. This can rst be discussed
in groups, then choose individual learners give the answers� They should name the
activity happening� Guide accordingly�
3� Ask learners how many have participated in sliding as shown in the illustration� Ask
them to say how they slide and what parts of the body they use� If none of the
learners has participated in sliding, use the pictures to explain how it is done� You
can also demonstrate and have the learners imitate what you do� Guide the learners
to know that the parts of the body used for sliding include the hands and legs�
4� As they think and discuss what parts of the body are used when sliding, they 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 sliding, they develop self-efcacy as well
a� Learner’s activity
74
as learning to learn� This also develops self-esteem in the learners as their peers
follow their instructions�
5� As learners learn more about their bodies and the parts of the body involved in
sliding, it helps develop self-awareness, an important issue for learners as they
grow up� This also helps develop self-esteem among the learners�
6� As the learners participate in the class activities, this helps develop values such as
peace, unity, integrity, respect and responsibility�
Conclusion
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Ask the learners to draw the different parts of the body used for sliding� 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 sliding� 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 of people sliding
for digital literacy�
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the learning resources include eld markers, the eld, pebbles, ropes, digital
devices such as computers and smart phones and video clips of animals that slide such as
the seal� If your school has limited resources, use locally available materials to demonstrate
the different concepts�
75
Learning activities
a� Learner’s activity
Tell a friend an animal clip you watched� What animals did it show? What did you watch
it with it?
b� Teacher’s activities
1� Have learners respond to the above questions� 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 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� 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 access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show learners sliding�
Arrange 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
76
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, 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
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�
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 learners should be able to say some of the rules to be followed
when sliding�
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the learning resources include eld markers, the eld, pebbles, ropes, digital
devices such as computers and smart phones and video clips of animals that slide such as
the seal� If your school has limited resources, use locally available materials to demonstrate
the different concepts�
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Learning activities
a� Learner’s activity
Tell your friend what are some of the things that you should not do when going to the
eld to play.
b� Teacher’s activities
1� Have learners respond to the above questions� 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 the rules to be followed when sliding� This can still be done in the groups, then
have individual learners stand and present their answers to the class� Guide their
discussions�
3� Some of the rules 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 playing 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
sliding� Ensure they are relevant�
4� Guide learners to understand the importance of the rules when playing� They also
need to follow all the rules when they are sliding 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 decision making among the learners� As they respond, this enhances
communication and collaboration and creativity and imagination� Knowledge
about what to do in case of an accident while in the eld that can cause injury leads
to development of health education�
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Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners in pairs to write down the rules they have learnt� They should put them up
so they can refer to them when they go out to play�
Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform sliding in different ways for
strength and coordination�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, pebbles, ropes, digital
devices such as computers and smart phones and video clips of animals that slide such as
the seal� If your school has limited resources, use locally available materials to demonstrate
the different concepts�
Learning activities
a� Learner’s activity
1� Tell your friend the animals that slide to move�
2� Show your friend how to slide�
b� Teacher’s activities
1� Have learners respond to the above questions� Give them 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�
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2� Some of the animals that move from, side to side on the ground include snakes,
some worms sea gulls among others� Accept correct responses�
3� Ask the learners to slide in a manner that they move forward� Ask them what
direction they are moving towards� Next, ask the learners to slide away from you,
in the opposite direction� Find out what direction they are moving towards� Guide
them to know that it is forward and backwards�
4� Have as many learners as possible slide to the front and to the back� They can slide
individually then in pairs� The more they move without falling, it will help build
their strength and coordination� You can also give instructions, where you ask that
they slide 5 times to the front and ve times to the back. As learners perfect this,
this further helps them develop strength and coordination�
5� As the learners slide in the directions given, this helps them develop creativity and
imagination as well as self-efcacy when they slide 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�
6� The learners also get to develop values such as unity, respect, responsibility,
peace, integrity and love�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
Assessment
Ask the learners to slide in a given number of times to the front and to the back� For
example, you can have the fast learners slide 10 times to the front and 10 times to the back
while the slow learners slide 5 times to the front and the back� Guide and correct accordingly�
Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform sliding in different ways for
endurance and balance�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
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Suggested learning resources
Some of the learning resources include eld markers, the eld, pebbles, ropes, digital
devices such as computers and smart phones and video clips of animals that slide such as
the seal� If your school has limited resources, use locally available materials to demonstrate
the different concepts�
Learning activities
a� Learner’s activity
Is it easier to slide to the front or to the back? Say why�
b� Teacher’s activities
1� Have learners respond to the above questions� 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� The answers will defer because of the learners’ preferences� 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 review the previous lesson where they were sliding to the front
and back� Check and guide accordingly�
4� Ask the learners to stand in groups of three in a straight horizontal line� Have
spaces between the learners� Have the learner in the middle move towards one side,
towards one of the friends� Ask him or her to say the direction they moved� 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�
5� Ask the learners to then slide to the right and to the left� Have them slide to the
right rst then to the left as the whole class. You can then give them different
instructions such as move to the right a number of times then to the left a number
of times� This helps them balance as they move to the different sides� Constantly
encourage those who lose their balance to rise and keep practising�
6� As for the physically impaired learners, incorporate them to participate in sliding
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 sliding till they can develop their strength� As for the fast learners, you can
ask them to slide more times to the right and to the left so they do not disturb the
rest of the learners� Guide and correct accordingly�
7� As the learners slide in the directions given, this helps them develop creativity and
imagination 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�
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8� As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Ask the learners to slide 10 times to the left and 10 times to the right� Check their endurance
and balance�
Lesson 6 and 7
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to practise sliding in different ways for
strength, coordination, endurance, balance and excellence�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, pebbles, ropes, digital
devices such as computers and smart phones and video clips of animals that slide such as
the seal� If your school has limited resources, use locally available materials to demonstrate
the different concepts�
Learning activities
a� Learner’s activity
Ask the learners the following question:
1� Is it easier to slide to the front and back or to the sides?
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�
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2� Review the previous lessons where the learners slide to the front, back and to the
sides� Check that they attain the skill� Guide accordingly� If there are learners who
still have a problem, you can give them more time and attention so they can get the
skill as they should�
3� Divide the learners into multi-ability groups of four learners� You can have a learner
from each group compete to gain strength, endurance, coordination, balance and
excellence� They can compete sliding a number of times in the different directions,
showing a grasp of what is required at each stage�
4. For example, you can have the rst group slide 4 times to the front, 4 to the left, 4 to
the right and 4 times to the back� This combination of moves will help the learners
practise sliding 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�
5� As for the physically impaired learners, incorporate them to participate in sliding
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 sliding till they can develop their strength� As for the fast learners, you can
ask them to slide in a way that makes shapes such as letter W, T and N and different
numbers like 7� This way, they will be kept busy and will not disturb the rest of the
learners� Guide and correct accordingly�
6� As the learners work in groups, this helps develop their communication and
collaboration skills as well as their critical thinking and decision making
competence� Working in groups helps to facilitate social cohesion as well as the
values of unity and peace�
7� When learners learn that they can be able to perform all the sliding combinations,
they develop a feeling of self-efcacy� The learners also develop learning to learn
as they follow the instructions�
8� As the learners play together, this helps develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
1� Ask the learners to practise sliding as they make the following shapes:
(a) The number 6
(a) The letter N
(a) The letter T
2� Check what they do and guide them accordingly�
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Lesson 8
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able establish relationships through sliding
for critical thinking and problem solving�
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the learning resources include eld markers, the eld, pebbles, ropes, digital
devices such as computers and smart phones and video clips of animals that slide such as
the seal� If your school has limited resources, use locally available materials to demonstrate
the different concepts�
Learning activities
a� Learner’s activity
Are there instances where sliding is useful? Tell your friend�
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, they develop communication and collaboration as well
as critical thinking and problem solving�
2� Ask the learners to name some of the situations where sliding can be used� The
replies can include in games, when racing, when dodging items or people, when
blocking someone from passing or reaching another person among many other
scenario� Guide accordingly�
3� Ask learners how they can be able to slide 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 do this�
4. Ensure they discuss and nally come up with the correct way of sliding in a zigzag
manner� The groups that get to know how this is done should show the rest of the
learners� 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 slide in a zigzag manner� Guide accordingly�
84
5� If there is time, you can ask that they slide in a circular manner and in a curved
manner in the same groups, where all the group members think critically and come
up with how this is done� This activity can also be given to the fast learners when
they complete sliding in a zigzag manner so they do not disrupt the rest of the
learners� Guide accordingly�
6� As for the physically impaired learners, incorporate them to participate in sliding
in a way that they are comfortable with and that causes them no harm or ridicule�
Guide accordingly�
7� As learners discuss together in their groups, theys develop communication and
collaboration� Thinking of how one can slide in a zigzag manner develops critical
thinking and problem solving� As the learners also work together, it helps
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 slide in a circular manner� The learners also gain self-efcacy and
learning to learn when they get to nd out on their own how they can slide in
different complex pathways�
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
Ask the learners to practise sliding in a variety of pathways such as in a circular, curved and
triangular pathway�
Lesson 9
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate sliding for strength,
coordination, balance and self-esteem�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, pebbles, ropes, digital
devices such as computers and smart phones and video clips of animals that slide such as
85
the seal� If your school has limited resources, use locally available materials to demonstrate
the different concepts�
Learning activities
a� Learner’s activity
Tell your friend why we should learn sliding�
b� Teacher’s activities
1� Ask the learners to respond to the question above� Have the learners 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 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 why sliding is important� Learners need to
come up with scenarios that show why sliding is important� Challenge the learners
to be as creative as possible when it comes to the scenarios�
4� You can ask the learners to demonstrate some of the scenarios they have mentioned�
They can, for example, pretend they are sliding to get away from team members or
someone trying to harm them� 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,
citizenship as they are working together, integrity and respect for each other’s
talent�
6� Learners sliding 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
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
Have the learners demonstrate other scenarios that show the importance of sliding� Guide
accordingly�
86
Lesson 10 and 11
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner 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 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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the learning resources include eld markers, the eld, pebbles, ropes, digital
devices such as computers and smart phones and video clips of animals that slide such as
the seal� If your school has limited resources, use locally available materials to demonstrate
the different concepts�
Learning activities
a� Learner’s activity
Have the learners say some items that can be used to make things they play with as they
slide�
b� Teacher’s activities
1� Ask the learners the question above�
2� Have the learners 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�
3� 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 with as
they slide� The learners need to be as creative as possible when coming up with the
lists�
4. You can then ask the learners to go round the school and the eld collecting the
items they suggested� Remind them the need to be careful as they collect the items
and to ensure they maintain security as they play� This will be further developing
security and safety among the learners�
87
5� Have the learners use the items they have made in games that involve sliding� Most
of the items can be balls or sticks� Check as they play and guide accordingly�
6� As for the physically impaired learners, incorporate them to participate in getting
items for sliding in a way that causes them no harm or ridicule� This will help
develop the learner support program where the learners will feel good as they are
incorporated into the class discussion�
7� 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, respect and integrity and responsibility�
8� 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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Have the learners in their free time think of other items that they can use to make play
things� Encourage 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,
creativity and imagination�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, pebbles, ropes, digital
devices such as computers and smart phones and video clips of animals that slide such as
the seal� If your school has limited resources, use locally available materials to demonstrate
the different concepts�
88
Learning activities
a� Learner’s activity
Tell your friend some games that you can play as you dodge�
b� Teacher’s activities
1� Ask the learners to name some games that they can play while sliding� The answers
need to show an interconnection between sliding and other games� Accept any
relevant answers�
2� The learners can also slide in the different levels as they play, such a sliding in a high
level, low level and medium level� You can ask some learners to demonstrate this,
and if they do not know how, demonstrate then ask that they follow what you do�
They can then do the move on their own� Guide and correct accordingly�
3� As the learners think through the games, this helps develop their critical thinking and
decision making� As they discuss and get to play, it helps develop communication
and collaboration and creativity and imagination� It also helps develop the
values of unity, responsibility, respect 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 sliding
and present it to the rest of the learners�
5� Playing the games helps develop creativity and imagination as well as self-
efcacy� It also develops social cohesion as the learners learn to work together,
and the values of unity, respect, peace, integrity, love and responsibility�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
Assessment
Have the learners develop any other games that involve sliding still in their groups� Check
the work they do and guide accordingly�
End of sub-strand
Notes to the teacher
The sliding in this sub-strand is also known as a side gallop� Demonstrate it to the learners
in the way you did the gallop, only that now the movements are side to side, not to the front�
Suggested community service learning activity to support learning through
application
Learners to pay a visit to the chief and learn about his responsibilities in the community�
89
Suggested non-formal activity to support learning through application
Learners to watch video clips of people sliding�
Suggested assessment
Oral questions and practical assessment�
Sub-strand 1.5 Non-locomotor skills: Twisting
Number of lessons: 5 lessons
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a) Explore twisting in different ways for body awareness�
b) Watch a video clip of ballet dancers for digital literacy�
c) Perform twisting in different ways for strength, coordination, endurance and balance�
d) Practise twisting in different ways for strength, coordination, endurance, balance and
for excellence�
e) Establish relationships through twisting for critical thinking and problem�
f) Appreciate twisting for strength, coordination, balance and self-esteem�
g) Make appropriate play items for creativity and imagination�
h) Play simple games for creativity, collaboration, enjoyment and peaceful coexistence�
i) Obey rules when playing games for own and others safety�
Key inquiry questions
1� Which parts of the body can twist?
2� Name an activity that involves twisting�
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
90
Link to PCIs
• ESD: DRR: safety and security, for example when playing games that involve
twisting�
• Citizenship: social cohesion, for example the learners collaborate when playing
games�
• LearnerSupportProgramme: sports and games, for example games that involve
twisting skills�
• Health Education: HIV and AIDS, for example when wounds and cuts occur
while playing games, learners to report to the teacher and not handle them�
• LifeSkills: self-esteem and self-awareness, where learners know themselves and the
parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical
activities by displaying such values as integrity, respect, responsibility, unity, love, peace
Links to other learning areas
(a) Language activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson objective
By the end of the lesson, the learners should be able to name the parts of the body used
when twisting for body awareness�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of ballet dancers� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
91
Learning activities
a� Learner’s activity
Look at the picture below� Tell your friend what you can see�
b� Teacher’s activities
1� Introduce the lesson by having learners look at the illustration given 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. This can rst be discussed
in groups, then choose individual learners give the answers� They should name the
activity happening� Guide accordingly�
3� Ask learners how many have participated in twisting as shown in the illustrations�
Ask them to say how they twist and what parts of the body they use� If none of
the learners has participated in twisting, use the pictures to explain� You can also
demonstrate and have the learners imitate what you do� Guide the learners to know
that the parts of the body used for twisting include the hands and legs�
4� As they think and discuss what parts of the body are used when twisting, they
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 twisting, 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�
5� As learners learn more about their bodies and the parts of the body involved in
twisting, it helps develop self-awareness, an important issue for learners as they
grow up� This also helps develop self-esteem among the learners�
6� As the learners participate in the class activities, this helps develop values such as
peace, unity, integrity, respect and responsibility�
92
Conclusion
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
Ask the learners to draw the different parts of the body used for twisting� 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 of ballet dancers
for digital literacy�
Background information for the learner
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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 computers and smart phones and video clips of ballet dancers� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
1� Have you ever operated a computer or a mobile phone?
2� What did you do with it?
b� Teacher’s activities
1� Have learners respond to the above questions� Give them 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 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�
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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 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 access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show ballet dancers
performing� Arrange 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, 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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
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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 outcomes
By the end of the lesson, the learner should be able to:
(a) Perform twisting in different ways for strength, coordination, endurance and balance�
(b) Practise twisting in different ways for strength, coordination, endurance, balance and
for excellence�
(c) Appreciate twisting for strength, coordination, balance and self-esteem�
Background information to the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of ballet dancers� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
What are the learners in the illustrations below doing?
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b� Teacher’s activities
1� Introduce the lesson by having learners look at the illustrations above� 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. This can rst be
discussed in groups, then choose individual learners to give the answers� They
should also name the activity happening� Guide accordingly�
3� Ask learners how many can do what the learners in the illustrations are doing� You
can ask the learners who can to perform the ballet as shown in the illustration�
If they cannot, demonstrate it and ask that they imitate what you just did� Guide
accordingly�
4� Encourage the special needs learners such as the slow learners to maintain their
balance by performing complete rounds as they twist their bodies in the right�
The fast learners can be told to do more revolutions of their body so they do
not disturb the rest of the class� Guide and correct accordingly�
5� As for the learners with different physical impairments, ensure they are incorporated
into the class activities in a way that they can perform without hurting themselves
or causing ridicule�
6� Ask the learners to do the body twists more times at the same spot� Ensure they
can do it correctly�
7� You can then ask the learners to twist their bodies towards one direction, such
as forward� Check that they move and perform the twist correctly� They can also
twist to the back, then to the left and to the right� As they do the turns more and
towards the different directions, this helps them practise and gain the required
balance, endurance, body coordination, strength and eventually excellence�
8� Check what the learners do and ensure they can twist in the right way� They can
twist individually, then twist in pairs, where they both get to twist and move in
a certain way� As they perform, remind them to ensure they are safe� This will
develop safety and security among the learners�
9� As the learners perform the twist, this helps develop creativity and imagination
as well as critical thinking and problem solving among them� As they respond
to the questions, it helps develop communication and collaboration as well
as social cohesion and citizenship� As the learners teach how to do the twist
correctly, this cements learning to learn as they do not forget what they have
taught the others�
10� Learners playing together also helps develop values like unity, peace, love,
respect and responsibility among the learners�
Conclusion
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
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Assessment
Have learners in groups practice the twist ore times to ensure they develop the required
balance�
Lesson 4
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
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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 computers and smart phones and video clips of ballet dancers� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Have the learners give reasons why there should be some order in the eld as they play.
b� Teacher’s activities
1� Ask the learners to respond to the question above� Have the learners 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 among the learners� Working together also helps develop social cohesion
and citizenship�
2� Some of the responses given by the learners need to revolve around the fact that
order ensures safety when playing� Guide the learners to understand that the
responses they give are what should be followed when playing different games�
3� Some of the rules include:
(a) Learners should always be in proper attire including games kits�
(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�
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(c) Learners should avoid unruly behaviour like ghting when in the play area.
(d) Learners should not go to the eld without the teacher.
(e) Learners should not touch wound or cuts that occur while playing but should
notify the teacher with them so they can be treated correctly�
(f) Learners should ensure they are exible before they play to avoid getting
hurt� They should therefore stretch before they do any game�
(g) Learners should use the play items correctly, 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
performing twisting� Ensure they are relevant�
4� Guide learners to understand the importance of the rules� They also need to follow
all the rules when they are performing 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 playing that can cause injury leads to
development of health education as well as knowledge of HIV and AIDS� As
the learners work together, they develop social cohesion and citizenship as well
as the values of respect, responsibility, unity, peace and integrity�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners in pairs to write down some of the rules they have learnt in the lesson�
They should refer to them often�
Lesson 5
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
(a) Establish relationships through twisting for critical thinking and problem solving�
(b) Make appropriate play items for creativity and imagination�
(c) Play simple games for creativity, collaboration, enjoyment and peaceful coexistence�
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Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clips of ballet dancers� If your
school has limited resources, use locally available materials to demonstrate the different
concepts�
Learning activities
a� Learner’s activity
Say some games that can be played by incorporating twisting�
b� Teacher’s activities
1� Ask the learners to respond to the question above� Have the learners 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 among the learners� Working together also helps develop social cohesion
and citizenship�
2� Ensure the responses they give relate to games that are played or that can be played
when performing the twist� Some games include ballet, playing with the loop among
others� The games can also be local games that they know about� Accept relevant
answers�
3� From the responses given, choose some games that the learners can play� They can
play in small groups or in pairs� This will help establish relationships among the
learners as they play together� The learners can choose the game to play or you can
choose different games for the different learners�
4� Ensure the learners play the games accordingly and with continuous practise,
develop their strength and coordination�
5� Ensure that the learners with different physical impairments are also incorporated
into 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 the learners play the different games together, this helps develop creativity
and imagination as well as critical thinking and problem solving among the
learners� As they respond to the questions, it helps develop communication and
collaboration as well as social cohesion and citizenship� As the learners teach
others the different games, this cements learning to learn as they do not forget
what they have taught the others� As the games suggested are played, they develop
self-efcacy as the learners feel good to have suggested something and to see it
being done� This also helps learners develop self-esteem, which is an important
skill as the learners grow�
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7� Learners establishing relationships also leads to the development of unity, peace,
love, respect and responsibility among the learners�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you collecting the learning resources where they should be for the next
lessons use�
Assessment
Have the learners practice other games that involve twisting in their groups� Be sure to
check what they do and guide accordingly�
Sub-strand 1.6 Manipulative skills: Striking
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 of cricket players and observe striking for digital literacy�
b) Perform striking in different ways for strength, coordination, endurance and balance�
c) Practise striking in different ways for strength, coordination, endurance, balance and
for excellence�
d) Establish relationships through striking for critical thinking and problem solving�
e) Appreciate striking for strength, coordination, balance and self-esteem�
f) Make appropriate play items for creativity and imagination�
g) Play simple games for creativity, collaboration ,enjoyment and peaceful coexistence�
h) Obey rules when playing games for own and others safety�
Key inquiry questions
1� Which parts of the body is used for striking?
2� Name a game where the striking skill is used�
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
(a) ESD: DRR: safety and security, for example when playing games�
(b) Citizenship: social cohesion, for example when the learners collaborate when
playing games�
(c) Learner Support Programme: sports and games, especially games that involve
striking skills�
(d) Health Education: HIV and AIDS, for example when wounds and cuts occur
while playing games, learners to report to the teacher and not handle them�
(e) Life Skills: self-esteem and self-awareness, for example learners knowing themselves
and knowing the parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical l
activities by displaying such values as integrity, respect, responsibility, love, unity, peace
Links to other learning areas
(a) Languages activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) 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 of cricket players
and observe striking for digital literacy�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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 computers and smart phones and video clip of games where the striking
skill is used such as rounder and cricket� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
101
Learning activities
a� Learner’s activity
What is the most interesting game you have watched in the computer?
b� Teacher’s activities
1� Listen to the responses the learners give from the activity above� 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� 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�
3� Organise the class in a way that all the learners sit in positions where they can easily
access the digital device in use� 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�
4� 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�
5� 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�
6� In instances that there is no access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show a game of cricket�
Arrange 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
102
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
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
1� 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�
2� Ask learners to say, from the video clip watched, the parts of the body that are used
when striking�
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
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clip of games where the striking
skill is used such as rounder and cricket� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Tell your friend what are some of the things they should do as they go to the eld to
play�
b� Teacher’s activities
1� Have as many learners as possible give their views of the question posed above�
They can discuss in groups of three then give their answers to the class� As they
103
discuss then present 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� From the answers given, guide them to realise that the answers they give are what
form the rules to be used when playing games involving striking�
4� Some of the rules 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 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 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 striking�
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
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
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�
104
Lesson 3
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform striking in different ways
for strength and coordination�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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 computers and smart phones and video clip of games where the striking
skill is used such as rounder and cricket� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Look at the illustration below� Tell your friend what games are being played�
b� Teacher’s activities
1� Ask learners to look at the illustrations given� Provide the illustrations 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 then have selected learners
present their answers to the class� Give a chance to as many learners as possible to
give their responses�
105
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 picture are doing� If there are
learners who can, ask them to show the rest of the learners, who should then imitate
what they see� As the learners demonstrate, this helps develop self-efcacy and
self-esteem�
4� If none of your learners can demonstrate striking, you can demonstrate it then have
them imitate you� Be sure to do it correctly so they also do the correct thing� If you
do not have the tennis racket, use what is locally available that the learners can use
to strike and a small ball�
5� Ask the learners to perform the strike forward� Check that they do it correctly�
6� You can also ask that they strike to the back� Check what they do and guide
accordingly� Ask that they strike in both directions more times to build their strength
and coordination� Ensure that by the end of the lesson, the learners will be able to
strike forward and backwards correctly�
7� The learners can also assist each other in small groups of three to practise the
skill of striking accordingly� Playing together and assisting each other helps develop
values such as respect, responsibility, integrity, peace and unity�
8� As the learners strike in the directions given, they them develop creativity and
imagination as well as critical thinking and problem solving� As learners
work together, they 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
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Ask the learners to strike a given number of times to the front and to the back� For example,
you can have the learners strike 10 times to the front and 10 times to the back without
missing� Guide and correct accordingly�
106
Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to perform striking in different ways
for endurance and balance�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clip of games where the striking
skill is used such as rounder and cricket� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Are there other ways that you can strike a ball towards? Tell your friend�
b� Teacher’s activities
1� Have learners respond to the above questions� 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� The answers will defer because of the learners’ preferences� 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 review the previous lesson where they were striking to the front
and back� Check and guide accordingly�
4� Next, ask the learners to stand in groups of three in a straight horizontal line� Have
spaces between the learners� Have the learner in the middle move towards one side,
towards one of the friends� Ask him or her to say the direction they moved� Ask
107
them to also say what the opposite direction is� Guide them to know that the sides
are to the right and to the left�
5� Ask the learners to then strike to the right and to the left� Have them strike to the
right rst then to the left. They can play in pairs where one throws the ball and the
other strikes it� They can then interchange roles after 5 hits� Check as they play and
guide accordingly� For the learners who have issues, give them more time to practise
so they can perfect the skill�
6� As for the physically impaired learners, incorporate them to participate in striking
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 striking till they can develop their strength� As for the fast learners, you can
ask them to strike more times to the right and to the left so they do not disturb the
rest of the learners� Guide and correct accordingly�
7� As the learners strike in the directions given, this helps them develop creativity and
imagination 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, they develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to strike 10 times to the left and 10 times to the right� Check their endurance
and balance�
Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able practise striking in different ways for
strength and coordination�
108
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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 computers and smart phones and video clip of games where the striking
skill is used such as rounder and cricket� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Is it easier to strike 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�
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 in pairs to strike a ball 5 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 strike a ball 5 times to the back� Check and guide accordingly�
5� Do the same for the right and to the left, where they strike 5 times in either direction�
Check their progress� Assist where there are any issues�
6� As the learners practise striking together, it helps develop their creativity and
imagination as well as social cohesion as they work together�
7� You can then have the learners in multi-ability groups of four learners� Guide
them to practise striking using combinations in the different ways for strength and
coordination�
8� For example, you can have the learners strike 5 times to either side, that is to the
front, back, then to the left and right� Ensure they complete the combinations
before passing to the next person. This 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 strike in that direction until prociency is gained. Ensure the different
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special ability learners also participate in the activities depending on their ability�
Ensure they do not get hurt or suffer ridicule�
9� You can also have the fast learners strike in the given directions but increasing their
speed, that is strike faster to the right, left, and to the front and back� Check what
they do and guide accordingly�
10� As the learners practise striking in the directions given, this helps them develop
creativity and imagination as well as self-efcacy when they are able to maintain
their balance� 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, they develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
Ask the learners to practise striking 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 striking in the different ways
for endurance, balance and excellence�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clip of games where the striking
skill is used such as rounder and cricket� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
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Learning activities
a� Learner’s activity
Ask your friend to say the direction they prefer striking to? Let them say why�
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�
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� Listen to the responses given as they will help you nd out what the learners feel
about striking in the different directions� If there are learners who still have an issue,
ensure you give them more time to perfect their skill�
4� Have the learners strike a ball 5 times in each direction without missing� Guide and
correct accordingly�
5� Ask the learners to now increase the speed with which they strike the balls� Explain
that they can progressively increase the speed that they hit, from slow to faster, as
a way of practising for excellence� However, insist that they must maintain their
safety and that of the fellow learners as they hit, which will help develop safety and
security�
6� You can also have the fast learners strike in the given directions but increasing their
speed, that is strike faster to the right, left, and to the front and back� Check what
they do and guide accordingly�
7� Ensure the learners do this correctly� Give them time to develop the speed� Guide
accordingly�
8� As the learners practise striking in the directions given, this helps them develop
creativity and imagination as well as self-efcacy when they are able to maintain
their balance� As learners work together, they develop social cohesion and
citizenship� Responding to the instructions also helps develop communication
and collaboration�
9� As the learners play together, they develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
Ask the learners to practise striking as they increase the speed in the different ways as
discussed� This will help build their endurance, balance and excellence�
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Lesson 7 and 8
Time: 60 minutes
Lesson outcome
By the end of the lesson, the learner should be able establish relationships through striking
for critical thinking and problem solving�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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 computers and smart phones and video clip of games where the striking
skill is used such as rounder and cricket� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Name some situations where striking is used�
b� Teacher’s activities
1� Ask the learners to respond to the question above� Have the learners 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 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 circumstances where striking is used� Let
them give as many instances as possible�
4� You can ask the learners to demonstrate some of the situations they have mentioned�
They can, for example, strike a snake that is threatening to bite, or strike down
a barrier� 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�
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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 striking together helps develop learning to learn and creativity and
imagination� 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�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to come up with other ways that striking can be used� Guide accordingly�
Lesson 9
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate striking for strength,
coordination, balance and self-esteem�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clip of games where the striking
skill is used such as rounder and cricket� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Tell your friend some reasons for striking�
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b� Teacher’s activities
1� Ask the learners to respond to the question above� Have the learners discuss in
pairs then have certain learners give their responses� As they discuss, they develop
communication and collaboration as well as critical thinking and problem
solving� 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 advantages of striking� Challenge the
learners to come up with as many advantages as possible�
4� You can ask the learners if they can to demonstrate some of the advantages they
have mentioned� The advantages include killing animals that are a danger, being able
to play through striking, stopping something from harming you among many other
advantages� Accept correct responses and guide the learners accordingly�
5� As the learners come up with the advantages, they develop creativity and
imagination as well as critical thinking and problem solving� As the learners
demonstrate in the groups, they develop social cohesion and citizenship as they
are working together, and helps them develop integrity and respect for each other’s
talent�
6� Learners striking 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
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
Assessment
Have the learners write down the advantages of learning striking as a skill�
Lesson 10 and 11
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to make appropriate play items for
creativity and imagination�
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Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the learning resources include eld markers, the eld, bean bags, ropes, digital
devices such as computers and smart phones and video clip of games where the striking
skill is used such as rounder and cricket� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Have the learners say some items that can be used to make things they strike�
b� Teacher’s activities
1� Ask the learners the question above�
2� Have the learners 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�
3� Ask learners to name the things discussed� The answers revolve around things that
are easy to come by and can be used to make things that they can strike or use when
striking� Encourage the learners to be as creative as possible when coming up with
the lists�
4. Give the learners time to go round the eld or the school and collect some of the
items they have mentioned� Encourage them to still maintain safety even as they get
the different items� This will help develop safety and security among the learners�
5� As for the physically impaired learners, incorporate them to participate in getting
items for striking in the groups in a way that they are comfortable with and that
causes them no harm or ridicule� This will help develop the learner support
program where the learners will feel good as they are incorporated into the class
discussion�
6� Ask the learners to play with the things they have made or gathered� They can still
do this in the groups they were in� Guide the activities accordingly�
7� You can also ask the learners to interchange their play items with other groups so
they can also get to appreciate each other’s creativity and imagination�
8� 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
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values of unity, peace, respect, integrity and responsibility�
9� 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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Have the learners in their free time think of other items that they can use to make things
they can strike or can strike with� 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,
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 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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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 computers and smart phones and video clip of games where the striking
skill is used such as rounder and cricket� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Tell your friend some games that involve striking�
116
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 striking� The answers
need to show an interconnection between striking and other games� Accept any
other relevant answers�
3� Some of the games include cricket, tennis, badminton and many other local games�
4� As the learners think through the games, they develop their critical thinking and
problem solving� It also helps develop the values of unity, responsibility and
peace�
5� 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 striking
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 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
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Have the learners develop any other games that involve striking in their groups� They can
present their ndings during the next lesson.
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End of sub-strand
Notes for the teacher
Striking as a skill requires a degree of agility especially around the waist area as this is where
the learner gets the balance to hit� Ensure your learners build this strength through giving
them stretch exercises before each lesson, and checking their posture as they stand�
Check the items they use to hit, and ensure that they are sturdy so that they do not easily
break as the learners hit with them� This is because they can have splits that can get into the
learners’ eyes causing serious damage�
Suggested community service learning activity to support learning through
application
The learners to make bats for striking and display them during the school’s cultural day�
Suggested non-formal activity to support learning
The learners improvise bats from the locally available materials and present them to the
teacher�
Suggested assessment
Oral questions and practical assessment�
118
Strand
2
Sub-strand 2.1 Water safety: H.E.L.P
Number of lessons: 6 lessons
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a) Name a oating technique that they know for self-esteem.
b) Watch a video clip of people in the H�E�L�P position for digital literacy�
c) Perform H�E�L�P for survival�
d) Practise H�E�L�P for survival�
e) Appreciate H�E�L�P for rescue�
f) Make relationships while in water for creativity and imagination�
g) Play simple games for creativity, collaboration, enjoyment and peaceful coexistence�
h) Obey the swimming pool rules for own and others safety�
Key inquiry questions
1� State pool rules that you know?
2. State a oating technique that you know?
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
swimming:
1� Citizenship 5� Communication and collaboration
2. Self-efcacy 6. Critical thinking and problem solving
3� Digital literacy 7� Learning to learn
4� Creativity and imagination
Swimming
119
Link to PCIs
• ESD:DRR:safety and security for learners, for example when playing games�
• Citizenship:social cohesion where the learners collaborate when playing games�
• LearnerSupportProgramme:sports and games, for example games that involve
swimming skills�
• Health Education: HIV and AIDS, for example when wounds and cuts occur
while playing games, learners should report to the teacher and not handle them�
• LifeSkills:self-esteem and self-awareness, for example learners knowing themselves
and knowing the parts of the body involved in performing physical activities�
Link to values
Learners to 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
(a) Language activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to name oating techniques that they
know for self-esteem�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people in the H�E�L�P position for digital
literacy� If your school has limited resources, use the locally available materials�
120
Learning activities
a� Learner’s activity
Name the oating techniques shown below.
b� Teacher’s activities
1� Provide the learners with the illustrations above� Provide tactile illustrations for the
visually impaired learners so they can also be part of the class discussion�
2� Ask learners to say what they can see in the pictures� They can discuss in pairs,
then 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�
3� Listen to the replies the learners give� Guide accordingly�
4. The techniques are the mushroom oat, the starsh oat and the back oat. Ensure
the learners can do this correctly�
5� Ask the learners to demonstrate any of the techniques in the illustrations� Encourage
as many learners as possible to demonstrate a oating technique they know. As the
(a) (b)
(c) (d)
121
learners demonstrate, ask the rest of the learners to name the otation technique
shown� Guide them accordingly�
6� 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�
7� As the learners discuss about the different swimming techniques, this helps
develop their critical thinking and problem solving as well as communication
and collaboration� As the learners identify the different techniques, it also helps
develop critical thinking and problem solving as well as learning to learn�
As the learners demonstrate the different oatation techniques, it develops self
-efcacy as the learners feel good that they know the different techniques�
8� As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility�
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
Have the learners name other oatation techniques that they know. They can demonstrate
them if possible�
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 in the
H�E�L�P position for digital literacy�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people in the H�E�L�P position for digital
literacy� If your school has limited resources, use the locally available materials�
122
Learning activities
a� Learner’s activity
Ask the learners if they have watched other learners performing any floatation
techniques� Where did they watch from?
b� Teacher’s activities
1� Have learners respond to the above questions� 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 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� 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 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 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 them� Working together also helps develop citizenship as
well as social cohesion�
7� In instances that there is no access to digital device, you can search for articles,
pictures and images from magazines and newspapers that show people performing
H�E�L�P position in water� Arrange 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 respond
to what they have seen, they develop communication and collaboration, critical
123
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
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
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 obey the swimming pool rules for
own and others safety�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people in the H�E�L�P position for digital
literacy� If your school has limited resources, use the locally available materials�
Learning activities
a� Learner’s activity
Have the learner discuss some of the things they should do when they get to the
swimming pool area�
b� Teacher’s activities
1� Have the learners discuss the instruction given, where they get to discuss some
of the things they need to do when they are in the swimming pool area� They
can rst discuss in groups of three, and then chose 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 learner�
124
2� Guide the discussion so that the answers given focus more on the rules that
should be followed when swimming�
3� 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�
4� 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 a grown up around�
(d) Do not carry any food or drink to the swimming pool�
(e) Ensure you change into your swimming costume before going to swim�
(f) Always follow the given instructions 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� There are many more rules that the
learners can come up with� Ensure they are correct�
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, it enhances critical
thinking and problem solving as well as creativity and imagination among
them� As they respond, it enhances their communication and collaboration�
Knowledge about what to do in case of an accident while swimming leads to
development of health education� As the learners work together, it helps
develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to write down the rules discussed� They should then put them somewhere
where they can refer to them every time�
125
Lesson 4
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to:
(a) Perform H�E�L�P for survival�
(b) Practise H�E�L�P for survival�
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people in the H�E�L�P position for digital
literacy� If your school has limited resources, use the locally available materials�
Learning activities
a� Learner’s activity
Look at the illustrations below� Tell your friend what you can see�
b� Teacher’s activities
1� Ask learners to look at the illustration given� Provide the illustration 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 then have selected learners present their
answers to the class� Give a chance to as many learners as possible to give their
responses�
2� As the learners discuss in pairs, they develop communication and collaboration�
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Thinking of the answers to present helps to develop critical thinking and
problem solving in the learners�
3� The learners can point out that the people in the water are practising the H�E�L�P
procedure�
4� Find out if any of your learners can be able to do this procedure� Ask the learners
who can to presents to the rest of the learners� Remind them that they need to be
safe even as they practise and teach the rest�
5� If none of your learners can perform the technique, demonstrate it to them and
have them follow what you have done� Ensure that as many learners as possible
perform the technique correctly�
6. Explain to the learners that H.EL.P. (Heat Escape Lessening Position) is a otation
technique that is supposed to help one reduce heat loss while stranded in cold
water� The procedure for this is essentially having one’s knees put together and
hugging them close to the chest using the arms�
7� You can demonstrate this and ask that the learners follow what you do�
8� It is advisable to have another grown ups who also know how to swim in the
swimming pool area with you as you demonstrate to the learners� They will help
in ensuring that the learners are safe as they imitate you, and they will help in
pointing out any other issues that may arise as the learners swim�
9. Ensure the learners understand the importance of this oating technique. They
can then practise it individually, in pairs and in small groups� Check and guide
them accordingly�
10. As the learners practise the oating technique given, they develop creativity and
imagination as well as critical thinking and problem solving� As learners
work together, they 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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to practise the oating technique until they establish excellence.
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Lesson 5
Time: 30 minutes
Lesson outcome
By the end of the lesson, the learner should be able to appreciate H�E�L�P for rescue�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people in the H�E�L�P position for digital
literacy� If your school has limited resources, use the locally available materials�
Learning activities
a� Learner’s activity
Tell your friend the full meaning of H�E�L�P�
b� Teacher’s activities
1� Have the learners respond to the question given�
2� They can discuss in pairs, then have one learner stand and present their answers to
the class�
3� Correct them accordingly�
4� Remind the learners the full meaning of the term H�E�L�P, which is Heat Escape
Lessening Position (HELP). Remind them that it is a oating technique that helps
one stay aoat in water especially when they are stranded and need to be rescued.
5� Ask the learners to practise this move again� Be sure to check that they gain mastery
as this is a very important skill to have�
6� Ask the learners to practise it by huddling together in a way that they keep close
and keep each other warm� You can organise them in this way� Ensure they achieve
this skill and do it correctly with the rest of their friends� Be sure to incorporate
the learners with physical impairments and other special needs with the rest of
the learners to the best of their ability, in a way that does not cause them harm or
ridicule�
7� It is advisable to have another grown ups who also know how to swim in the
swimming pool area with you as you demonstrate to the learners� They will help
ensure that the learners are safe as they imitate you, and they will help in pointing
out any other issues that may arise as the learners swim�
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8. As the learners to practise the oating technique given, this helps them develop
creativity and imagination as well as critical thinking and problem solving�
As learners work together, it 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�
9� Learners also develop values such as respect, responsibility, integrity, unity and
peace as they play with each other�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
Assessment
Ask the learners to say any other ways the H�E�L�P technique is important� Accept correct
responses� Guide them accordingly�
Lesson 6
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
• Make relationships while in water for creativity and imagination;
• Play simple games for creativity, collaboration, enjoyment and peaceful coexistence.
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people in the H�E�L�P position for digital
literacy� If your school has limited resources, use the locally available materials�
Learning activities
a� Learner’s activity
Ask your friend to state some games that they can play involving H�E�L�P�
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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 that incorporate the H�E�L�P
oating technique.
3� As the learners think through the games, it 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 them accordingly� Each group of four learners can play a game that
incorporates the oating technique 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 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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Have the learners come up with any other games that involve the oating technique learnt.
Encourage them to play it together with their friends�
End of sub-strand
Notes to the teacher
The oating technique of H.E.L.P (Heat Escape Lessening Position) is very essential to
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saving life, especially when one is stranded in the open waters� It is therefore mandatory that
the learners perfect this skill especially where they huddle with their friends to help them
conserve heat� The lesson also brings to the fore the need to have life jackets especially
when out in the open waters just in case of a mishap�
Suggested community service learning activity to support learning through
application
Learners to plant trees around the water bodies in the community�
Suggested non-formal activities to support learning through application
Learners to visit a swimming gala organised in the community�
Suggested assessment
Oral questions and practical assessment�
Sub-strand 2.2 Basic swimming skill: Arm action in water - front crawl
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 actions that the arm can make in water for body awareness�
b) Perform the arm action in front crawl in swimming for strength and coordination�
c) Practise the arm action in front crawl in swimming for excellence�
d) Appreciate the arm action in front crawl in swimming for self-esteem�
e) Make relationships in water for creativity�
f) Play simple water games for creativity, enjoyment and peaceful coexistence�
g) Observe safety when performing the arm action in front crawl in swimming for own
and others safety�
Key inquiry questions
1� Mention ways in which you can move your arms in water?
2� Give the various directions the body can move to in water?
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
swimming:
1� Citizenship 5� Communication and collaboration
2. Self-efcacy 6. Critical thinking and problem solving
3� Digital literacy 7� Learning to learn
4� Creativity and imagination
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Link to PCIs
• ESD:DRR:safety and security for learners, for example when playing games�
• Citizenship:social cohesion, where the learners collaborate when playing games�
• LearnerSupportProgramme:sports and games, for example games that involve
swimming skills�
• Health Education: HIV and AIDS, for example when wounds and cuts occur
while playing games, learners should report to the teacher and not handle them�
• LifeSkills:self-esteem and self-awareness, for example learners knowing themselves
and knowing the parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical
activities by displaying such values as integrity, respect, responsibility, peace, unity and love�
Link to other learning areas
(a) Language activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) 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 actions that the
arm can make in water for body awareness�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing the front crawl in
swimming for digital literacy� If your school has limited resources, use the locally available
materials�
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Learning activities
a� Learner’s activity
Name the oating techniques shown below.
b� Teacher’s activities
1� Provide the learners with the illustrations� Provide tactile illustrations for the visually
impaired learners so that they can also be part of the class discussion�
2� Ask learners to say what they can see in the pictures� Ask the learners to especially
look at how the arms in the illustrations shown are moving� They can discuss in
pairs, then present their answers to the class� As the learners discuss in pairs, it helps
develop communication and collaboration as well as social cohesion among
them�
3� You can also ask some learners to demonstrate the different techniques, then
have them watch to say the directions the arms are moving� Guide the discussion
accordingly�
a
c
b
d
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4� Help the learners to realise the arms could be moving to the front and back, to the
front and side or up and down�
5� You can also demonstrate the different techniques and ask the learner to say the
directions your arms are moving towards� Guide them accordingly�
6� 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�
7� As the learners discuss about the directions the arms are moving, it helps develop
their critical thinking and problem solving as well as communication and
collaboration� As the learners identify the different directions, it also helps develop
critical thinking and problem solving as well as learning to learn� As the learners
demonstrate the different directions, it develops self-efcacy as the learners feel
good that they know the different techniques�
8� As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility�
Conclusion
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Have the learners in groups identify other oating techniques and the direction the arms
move in those techniques� They can then present their answers in the next lesson�
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 arm action in front crawl in swimming�
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing the front crawl in
swimming for digital literacy� If your school has limited resources, use the locally available
materials�
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Learning activities
a� Learner’s activity
Ask the learners if they have watched a swimming contest before� What contest was it?
How were the people swimming?
b� Teacher’s activities
1� Have learners respond to the above questions� Give them time to discuss, then ask
a few learners to stand and say what they have discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them as 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 them a chance to express their views, it helps develop self-esteem and the
value of respect among them�
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� It
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 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, it helps
develop critical thinking and problem solving as well as communication and
collaboration among them� Working together also helps develop citizenship as
well as social cohesion�
7� In instances that there is no access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show arm action when
doing the front crawl in swimming� Arrange 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 respond
to what they have seen, it helps develop communication and collaboration,
critical thinking and problem solving as well as creativity and imagination�
135
As the learners work together, it fosters social cohesion and citizenship as well as
values such as respect, responsibility, unity and peace�
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
Ask the learners to say 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 the arm action in front
crawl in swimming for strength and coordination�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing the front crawl in
swimming for digital literacy� If your school has limited resources, use the locally available
materials�
136
Learning activities
a� Learner’s activity
Tell your friend what the learner in the pictures below is doing�
b� Teacher’s activities
1� Provide the learners with the illustrations above� Provide a tactile illustration for the
visually impaired learners so that they can also be part of the class discussion�
2� Ask learners to say what they can see in the picture� They can discuss in pairs, then
present their answers to the class� As the learners discuss in pairs, it helps develop
communication and collaboration as well as social cohesion among them�
3� The learners should be able to correctly identify the technique shown, which is the
front crawl� Guide them accordingly�
4. Ask learners who can to demonstrate the oating 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� You should insist that they check on the way your hands are moving and be
sure to move theirs in the same way� Guide them accordingly� It is advisable to have
another grown up with you in the swimming pool area who is also conversant with
swimming� He or she can help to 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
to ensure safety and security�
6� Encourage the learners to perform the front crawl more, from one end to the next
end of the pool�
7� Ensure their arms are moving correctly� The two main moves are:
• Pull: With the palms facing down, pull in-line with your body with a slightly
bent elbow all the way to the side of your upper thigh�
• Recovery: With the hand close to your upper thigh, lift one arm out of the
137
water with the elbow bent� Reach forward over and enter the water with the
nger tips of the raised elbow.
8� Guide learners to master this move� Ensure that both hands alternate between these
two movements simultaneously� This is what consists the arm movement in the
front crawl�
9� 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�
10� The special needs learners such as the slow learners should be given more time to
perfect their skills, especially the arm movement� As for the fast learners, ask that
they do more laps, from one end to the next, as they properly do the arm action�
Guide and correct them accordingly�
11� As the learners think about the front crawl, it helps develop their critical thinking
and problem solving as well as communication and collaboration� As the
learners identify the arm action and do it well, it also helps develop critical thinking
and problem solving as well as learning to learn� As the learners demonstrate to
the rest of the learners, it develops self-efcacy as they feel good�
12� 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 hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
Have the learners do the front crawl 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 lessons, the learner should be able to observe safety when performing the
arm action in front crawl in swimming for own and others safety�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
138
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing the front crawl in
swimming for digital literacy� If your school has limited resources, use the locally available
materials�
Learning activities
a� Learner’s activity
Have the learners discuss some of the rules they should follow when performing the
front crawl�
b� Teacher’s activities
1� Have the learners discuss the instruction given. They can rst discuss in groups
of three, and then chose 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 their self-esteem�
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�
3� The learners can give general rules that they have learnt before, as well as rules
when performing the front crawl� 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 change into your swimming costume before going to swim�
(f) Always follow the given instructions 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 the 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 front crawl, ensure there are no other learners close to you
as you both might get injured�
(k) Ensure you stretch before swimming to avoid injuring your muscles�
(l) 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�
139
There are many more rules that the learners can come up with� Ensure they are correct�
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� Ask the learners to swim using the front crawl technique as they follow the
rules given� Check and correct them accordingly� You can also ask the learners
with impairments, who cannot go in the water, to check the way they swim and
pick out any issues they observe� This will help in facilitating learners support
program through water games�
6� As the learners think about the rules to be followed, it enhances critical thinking
and problem solving as well as creativity and imagination among them�
As they respond, it 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, it helps
develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to write down the rules they 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 practise the arm action in front crawl
in swimming for excellence�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing the front crawl in
140
swimming for digital literacy� If your school has limited resources, use the locally available
materials�
Learning activities
a� Learner’s activity
Explain to your friend how the arms are supposed to move when doing the front crawl�
b� Teacher’s activities
1� Have learners respond to the above question� Give them time to discuss, then ask
a few learners to stand and say what they have discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them� By giving their peers a chance to express their views, it 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� As the learners respond, it will help you get to know if they understood the arm
action�
4� If they did not, you can demonstrate it again and have the learners imitate what
you have done� It is advisable to have another grown up with you in the swimming
pool area who is also conversant with swimming� He or she can help to 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 to ensure safety and security�
5� Encourage the learners to perform the front crawl more, from one end to the next
end of the pool� You can also have the learners in mixed ability groups of four
learners each� You can then choose one learner from each group to compete with
the rest from each group� You can give instructions, were one groups starts the front
crawl from one point to the next, and the next starts from another point� Ensure all
the learners get to do this� As they practise, it will help you discover the learners who
could still have a problem in the arm movement� Give these learners more time to
help them understand the technique�
6� 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�
7� As the learners practise the technique, it helps develop their critical thinking and
problem solving as well as communication and collaboration� As the learners
identify the arm action and do it well, it also helps develop critical thinking and
problem solving as well as learning to learn� As the learners demonstrate to the
rest of the learners, it develops self-efcacy as they feel good� As the learner work
together in the groups, it helps develop social cohesion as well as citizenship�
141
8� As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you collecting the learning resources where they should be for the next
lessons use�
Assessment
The learners should be encouraged to practise more to develop excellence in the front
crawl� For the learners who still have an issue, ensure to give them more time to teach them
what they need to do� Check and guide them accordingly�
Lesson 9 and 10
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to appreciate the arm action in front
crawl in swimming for self-esteem�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing the front crawl in
swimming 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 the arm action in front crawl 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 stand and say what they have discussed� As they discuss,
it helps develop communication and collaboration and critical thinking and
problem solving among them� By giving their peers a chance to express their views,
it 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
142
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 arm action
when doing the front crawl�
4� Some of the responses they can give include:
• It helps in exercise.
• It helps in propulsions while in water.
• It helps the learners build balance when in water.
• As you perfect the skill, you also perfect the ability to breathe while in water
as well as kick�
5� There are many more responses that the learners can come up with� Encourage
the learners’ responses� They can also think of other scenarios where the arm
action can be useful� Encourage their responses as this demonstrates creativity
and imagination as well as critical thinking and problem solving among the
learners�
6� You can then encourage the learners to perform the front crawl more to be able to
reap the benets as well as gain excellence.
7� Ask the learners to compete in showing their mastery of the front crawl� Applaud
the best learners and encourage the rest to build their strength and speed�
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 play�
9� As the learners practise the technique, it helps develop their critical thinking and
problem solving as well as communication and collaboration� As the learners
appreciate the arm action, it also helps develop critical thinking and problem
solving as well as learning to learn� As the learners demonstrate to the rest of the
learners, it develops self-efcacy as they feel good� As the learner work together in
the groups, it helps develop social cohesion as well as citizenship�
10� As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to nd out more reasons why arm action in the front crawl 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� Guide them accordingly�
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Lesson 11 and 12
Time: 60 minutes
Lesson outcomes
By the end of the lessons, the learner should be able to:
(a) Make relationships while in water for creativity;
(b) Play simple water games for creativity, enjoyment and peaceful coexistence�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing the front crawl in
swimming for digital literacy� If your school has limited resources, use the locally available
materials�
Learning activities
a� Learner’s activity
Ask your friend to state some games that they can play involving arm action in the front
crawl�
b� Teacher’s activities
1� Have the learners discuss the question above in pairs then certain 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 that incorporate the front
crawl� Guide them accordingly�
3� As the learners think through the games, it 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 them accordingly� They can be in groups, where they play together� For
example, in the groups, the learners can compete who will swim fastest using the
front crawl and get to the end rst. They can also time themselves to complete a set
using the front crawl� Guide them accordingly�
144
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 listening 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 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�
End of sub-strand
Notes to the teacher
The front crawl is also known as the freestyle crawl� It is performed in the following way:
a� The body is kept at, with the face facing down and the body kept in line with the
water surface�
b� The arms follow the action of pulling and recovery�
• Pull: With the palms facing down, pull in-line with your body with a slightly
bent elbow all the way to the side of your upper thigh�
• Recovery: With the hand close to your upper thigh, lift one arm out of the
water with the elbow bent� Reach forward over and enter the water with the
nger tips of the raised elbow.
• Both hands should alternate between these two movements and be moving
simultaneously�
c� Breathing depends on being right or left handed� Whilst your hand is early in the
recovery phase, turn your head sideways for a quick breath (one second)� This is
easier if you time the roll of your head with your arm movement�
d� When it comes to the leg action, the legs should be kicking� Relax your ankles, point
the toes behind and kick up-and-down in a continuous motion from your thighs�
Teach this and ensure the learners follow the steps to perfect the front crawl�
Suggested community service learning activity to support learning through
application
Learners to visit an orphanage and cooperate with the children there�
145
Suggested non-formal activity to support learning
The learners to dramatise and role play movement in water�
Suggested assessment
Oral questions and practical assessment�
Sub-strand 2.3 Basic swimming skill: Kicking (Leg action in water) in front
crawl
Number of lessons: 12 lessons
Speciclearningoutcomes
By the end of the sub-strand, the learners should be able to:
a) Explore the different actions that the leg can make in water for body awareness�
b) Perform kicking-leg action in front crawl in swimming for strength and coordination�
c) Practise kicking-leg action in front crawl in swimming for excellence�
d) Appreciate kicking-leg action in front crawl in swimming for self-esteem�
e) Make relationships in water for creativity and imagination�
f) Play simple water game for creativity, enjoyment and peaceful coexistence�
g) Observe safety when performing kicking–leg action in front crawl in swimming for
own and others safety�
Key inquiry questions
1� Name body parts used for kicking in water�
2. Mention any oating technique they know.
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
swimming:
1� Citizenship 5� Communication and collaboration
2. Self-efcacy 6. Critical thinking and problem solving
3� Digital literacy 7� Learning to learn
4� Creativity and imagination
Link to PCIs
• ESD:DRR:safety and security of learners, for example when playing games�
• Citizenship:social cohesion, where the learners collaborate when playing games�
• LearnerSupportProgramme:sports and games, for example games that involve
swimming skills�
146
• Health Education: HIV and AIDS, for example when wounds and cuts occur
while playing games, learners should report to the teacher and not handle them�
• LifeSkills:self-esteem and self-awareness, for example 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�
Link to other learning areas
(a) Language activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) 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 leg actions they
can make in water for body awareness�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing kicking (leg action) in
front crawl in swimming for digital literacy� If your school has limited resources, use the
locally available materials�
147
Learning activities
a� Learner’s activity
Name the oating technique shown below.
b� Teacher’s activities
1� Provide the learners with the illustration above� Provide a tactile illustration for the
visually impaired learners so that they can also be part of the class discussion�
2� Ask learners to say what they can see in the picture� Ask the learners to especially
look at how the legs in the illustration shown are moving� They can discuss in pairs,
then present their answers to the class� As the learners discuss in pairs, it helps
develop communication and collaboration as well as social cohesion among
them�
3� You can also ask some leaners to demonstrate the different techniques, then have
the learners watching to say the directions the legs are moving� Guide the discussion
accordingly�
4� Help the learners to realise the legs could be moving to the front and back or up and
down�
5� You can also demonstrate the different techniques and ask the learner the directions
your legs are moving towards� Guide them accordingly�
6� 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�
7� As the learners discuss about the directions the legs are moving towards, it helps
develop their critical thinking and problem solving as well as communication
and collaboration� As the learners identify the different directions, it also helps
develop critical thinking and problem solving as well as learning to learn� As
the learners demonstrate the different directions, it develops self-efcacy as they
feel good that they know the different techniques�
148
8� As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility�
Conclusion
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Have the learners in groups identify other oating techniques and the direction the legs
move in those techniques� They can then present their answers in the next lesson�
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 kicking (leg action) in front crawl in swimming�
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing kicking (leg action) in
front crawl in swimming for digital literacy� If your school has limited resources, use the
locally available materials�
Learning activitiesearner’s activity
a� Learner’s activity
Ask the learners if they have watched other learners performing any oating technique
before� What was it?
b� Teacher’s activities
1� Have learners respond to the above question� Give them time to discuss, then ask
a few learners to stand and say what they have discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them 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�
149
2� By giving their peers a chance to express their views, it 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 to develop
digital literacy as the learners get a chance to handle the different technological
devices� It 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 video 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 video 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 them� Working together also helps develop citizenship
as well as social cohesion�
7� In instances that there is no access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show kicking (leg action)
when doing the front crawl in swimming� Arrange the pictures in a way that develops
knowledge as the learners view them�
8� Watching the video clip helps develop digital literacy among the learner� As
they respond to what they have seen, it 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
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
Ask the learners to say something they found interesting from the video clip watched�
150
Lesson 3 and 4
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to perform kicking (leg action) in front
crawl in swimming for strength and coordination�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing kicking (leg action) in
front crawl in swimming 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 the illustration above� Provide a tactile illustration for the
visually impaired learners so that they can also be part of the class discussion�
2� Ask learners to say what they can see in the picture� They can discuss in pairs, then
present their answers to the class� As the learners discuss in pairs, it helps develop
151
communication and collaboration as well as social cohesion among them�
3� The learners should be able to correctly identify the technique shown, which is the
front crawl� Guide them accordingly�
4. Ask learners who can to demonstrate the oating 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� You should insist that they check on the way your legs are moving and be
sure to move theirs in the same way� Guide them accordingly� It is advisable to have
another grown up with you in the swimming pool area who is also conversant with
swimming� He or she can help to 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
to ensure safety and security�
6� Encourage the learners to perform the kicking action in front crawl more, from one
end to the next end of the pool�
7� Ensure their legs are moving correctly� The procedure is as follows:
• Have the ankles relaxed and exible in the water.
• Point the toes behind and kick up-and-down in a continuous motion from your
thighs�
• Ensure they do not kick from the calves as this is not effective. Encourage them
to straighten them out whilst kicking�
8� Guide learners to master this move� Check as they perform the front crawl and
ensure the learners follow the correct procedure�
9� 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�
10� The special needs learners such as the slow learners should be given more time to
perfect the skill� As for the fast learners, ask that they do more laps, from one end
to the next, as they properly do the leg action� Guide and correct them accordingly�
11� As the learners think about the front crawl, it helps develop their critical thinking
and problem solving as well as communication and collaboration� As the
learners identify the leg action and do it well, it also helps develop critical thinking
and problem solving as well as learning to learn� As the learners demonstrate to
the rest of the learners, it develops self-efcacy as they feel good�
12� 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 hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
152
Assessment
Have the learners do the front crawl, the leg action 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 lessons, the learner should be able to observe safety when performing
kicking (leg action) in front crawl in swimming for own and others safety�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing kicking (leg action) in
front crawl in swimming 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� Have the learners discuss the instruction given, where they get to discuss why
one needs 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 are to be followed when
performing the leg action in the front crawl. 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� 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�
153
3� The learners can give general rules that they have learnt before, as well as rules
when performing the front crawl� 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 change into your swimming costume before going to swim�
(f) Always follow the given instructions 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 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� 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� Ask the learners to swim using the front crawl technique as they do the leg action
correctly and follow the rules given� Check and correct accordingly� You can
also ask the learners with physical impairments who cannot go in the water to
check the way the rest of the learners swim 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, 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�
154
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
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 practise kicking (leg action) in front
crawl in swimming for excellence�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing kicking (leg action) in
front crawl in swimming for digital literacy� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Explain to your friend how the legs are supposed to move when doing the front crawl�
b� Teacher’s activities
1� Have learners respond to the above question� 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� 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�
155
3� As the learners respond, it will help you get to know if they understood the leg
action�
4� If they did not, you can demonstrate it again and have the learners imitate what you
have done� 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�
5� Encourage the learners to perform the leg action in the front crawl more, from one
end to the next end of the pool� You can also have the learners in mixed ability
groups of four learners each� You can then choose one learner from each group
to compete with the rest from each group� You can give instructions, where one
groups starts the front crawl from one point to the next, and the next starts from
another point� Ensure all the learners get to do the leg action� As they practise, it will
help you discover the learners who could still have a problem with the leg action�
Give these learners more time to help them understand the technique�
6� 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�
7� As the learners practise the technique, this helps develop their critical thinking and
problem solving as well as communication and collaboration� As the learners
identify the leg action and do it well, it also helps develop critical thinking and
problem solving 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�
8� As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
Assessment
The learners should be encourage to practise more to develop excellence in the leg action�
For the learners who still have an issue, make time to teach them what they need to do�
Check and guide accordingly�
156
Lesson 9 and 10
Time: 60 minutes
Lesson outcomes
By the end of the lessons, the learner should be able to appreciate kicking (leg action) in
front crawl in swimming for 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 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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing kicking (leg action) in
front crawl in swimming for digital literacy� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Tell your friend reasons why kicking (leg action) in front crawl 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 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 leg action
when doing the front crawl�
4� Some of the responses they can give include:
• It helps in exercise
• It helps in propulsions while in water
• When you master this leg action, you can do leg action for any other oating
technique�
157
5� There are many more responses that the learners can come up with� Encourage
the learners’ responses� They can also think of other scenarios where the leg
action can be useful� Encourage their responses as this demonstrates creativity
and imagination as well as critical thinking and problem solving among the
learners�
6� You can then encourage the learners to perform the leg action in front crawl more
to be able to reap the benets as well as gain excellence.
7� Ask the learners to compete in showing their mastery of the leg action� Applaud the
best learners and encourage the rest to build their strength and speed�
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 play�
9� As the learners practise the technique, this helps develop their critical thinking and
problem solving as well as communication and collaboration� As the learners
appreciate the leg action, it also helps develop critical thinking and problem
solving 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�
10� As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to nd out more reasons why leg action in the front crawl 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� Guide accordingly�
Lesson 11 and 12
Time: 60 minutes
Lesson outcomes
By the end of the lessons, the learner should be able to:
• Make relationships while in water for creativity,
• Play simple water games for creativity, enjoyment and peaceful coexistence.
158
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people performing kicking (leg action) in
front crawl in swimming for digital literacy� If your school has limited resources, use locally
available materials to demonstrate the different concepts�
Learning activities
a� Learner’s activity
Ask your friend to state some games that they can play involving leg action in the front
crawl�
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 that incorporate the front
crawl� Guide accordingly�
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� For example,
in the groups, the learners can compete who will swim fastest using the kicking
action and get to the end fastest� They can also time themselves to complete a set
using the kicking action in front crawl� 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 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
159
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�
End of sub-strand
Suggested community service learning activity
Learner to visit the aged in the community and assist in daily chores�
Suggested non-formal activity to support learning
Learners to watch a video clip of people performing the leg action in water�
Suggested assessment
Oral questions and practical assessment�
Sub-strand 2.4 Basic swimming skill: Starsh oat
Number of lessons: 12 lessons
Speciclearningoutcomes
By the end of the sub-strand, the learners should be able to:
a) Name some animals that live in water�
b) Watch a video clip of people oating in water for digital literacy.
c) Perform the starsh oat in water for survival.
d) Perform the starsh oat in water for self-esteem, courage and condence.
e) Appreciate oating in water using the starsh oat for survival.
f) Play simple water games for creativity, enjoyment and peaceful co-existence�
g) Obey rules while playing water games for own and others safety�
Key inquiry questions
1. Mention some objects that may oat in water?
2� Name animals that live in water?
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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
• ESD:DRR:safety and security for learners, for example when playing games�
• Citizenship:social cohesion, where the learners collaborate when playing games�
• LearnerSupportProgramme:sports and games, for example games that involve
swimming skills�
• Health Education: HIV and AIDS, for example when wounds and cuts occur
while playing games, learners should report to the teacher and not handle them�
• LifeSkills:self-esteem and self-awareness, for example learners knowing themselves
and knowing the parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical
activities by displaying such values as integrity, respect, responsibility, peace, unity and love�
Link to other learning areas
(a) Language activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) Mathematics activities
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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 for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people oating in water using the starsh
oat for digital literacy. If your school has limited resources, use the locally available materials.
Learning activities
a� Learner’s activity
Name the animals shown below�
162
b� Teacher’s activities
1� Provide the learners with the illustrations above� Provide tactile illustrations for the
visually impaired learners so that they can also be part of the class discussion�
2� Ask learners to say what they can see in the pictures� They can discuss in pairs, then
present their answers to the class� As the learners discuss in pairs, it helps develop
communication and collaboration as well as social cohesion among them�
3. The answers they give are sh, octopus, shark, crocodile and hippo. Ask them to say
what the animals have in common� Help them to note that they all live in water�
4� Ask the learners to name other animals that live in water� Guide them accordingly�
5� You can also ask the learners to say how the animals move in the water� Guide them
accordingly�
6� Incorporate the learners with different physical impairments to participate in the
lesson to the best of their ability�
7� As the learners discuss about the animals, this helps 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�
8� As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility�
Conclusion
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Have the learners write all the animals that they know that live in water�
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 oating
in water using the starsh oat for digital literacy.
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
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Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people oating in water using the starsh
oat for digital literacy. If your school has limited resources, use the locally available materials.
Learning activities
a� Learner’s activity
Tell the class one interesting thing you have watched this week�
b� Teacher’s activities
1� Have learners respond to the above questions� Give them time to discuss, then ask
a few learners to stand and say what they have discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them as 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 to plan your lesson accordingly�
2� By giving their peers a chance to express their views, it 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 video clip� They can also take note of the most interesting parts of the video�
For those with visual impairments, you can have the video 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 video 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 video 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 them� Working together also helps develop citizenship
as well as social cohesion�
7� In instances that there is no access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show oating using the
starsh oat in swimming. Arrange the pictures in a way that develops knowledge
as the learners view them�
164
8� Watching the video clip helps develop digital literacy among the learner� As
they respond to what they have seen, it 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
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
1� Ask the learners to say something they found interesting from the video clip they
watched�
2. Ask learners to also draw the starsh as viewed from the video clip.
Lesson 3 and 4
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to perform the starsh oat in water
for self-esteem, courage and condence.
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people oating in water using the starsh
oat for digital literacy. If your school has limited resources, use the locally available materials.
165
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 the illustration� Provide a tactile illustration for the visually
impaired learners so that they can also be part of the class discussion�
2� Ask learners to say what they can see in the picture� They can discuss in pairs, then
present their answers to the class� As the learners discuss in pairs, it helps develop
communication and collaboration as well as social cohesion among them�
3� The learners should be able to correctly identify the technique shown, which is the
starsh oat. Guide them accordingly.
4. Ask learners who can to demonstrate the oating 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� Guide them accordingly� It is advisable to have another grown up with you in
the swimming pool area who is also conversant with swimming� He or she can help
to 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 to ensure safety and security�
6. Encourage the learners to perform the starsh oat and be able to move in the
water�
166
7� Give the learners the following procedure to do it correctly:
(a) Stand in the shallow area of the pool, so that the water is at the waist�
(b) Crouch down so that the water reaches the shoulders�
(c) Spread your arms horizontally�
(d) Lean back in the water to get into an oblique position�
(e) Push yourself away from the ground with your feet, with enough momentum
so that your legs move upward to the water surface�
(f) Lean on your back and straighten your body so that it forms a line from the
head to your toes, with arms spread apart�
(g) Slowly spread your legs apart�
(h) Keep your head, back and hips in a straight line� Ensure you relax and maintain
normal breathing�
8� Guide learners to master this move� Check as they move and ensure they follow the
correct procedure�
9� 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�
10� The special needs learners such as the slow learners should be given more time to
perfect the skill� As for the fast learners, ask that they balance for longer as well as
help the slow learners� Guide and correct them accordingly�
11� As the learners think about the starsh oat, it helps develop their critical thinking
and problem solving as well as communication and collaboration� As the
learners identify what they need to do and do it well, it also helps develop critical
thinking and problem solving as well as learning to learn� As the learners
demonstrate to the rest of the learners, it develops self-efcacy as they feel good�
12� As the learners also work together, it helps them develop values such as unity,
peace, respect, integrity and responsibility�
Conclusion
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
Have the learners do the starsh balance correctly. They can practise during their free time
to achieve coordination and strength�
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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 rules while playing water games
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people oating in water using the starsh
oat 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 playing in water�
b� Teacher’s activities
1� Have the learners discuss the instruction given, where they get to discuss why
one needs to be safe as they play in water� Listen to the responses they give�
You can then ask the learners to say 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 their self-esteem�
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 playing in water� Working in groups also helps develop social
cohesion as well as citizenship�
3� The learners can give general rules that they have learnt before, as well as rules
when performing the starsh oat. Some of the rules are:
(a) Do not throw litter into the swimming pool�
168
(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 change into your swimming costume before going to swim�
(f) Always follow the given instructions 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
both of you might get injured�
(k) Ensure 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� 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, it enhances critical thinking
and problem solving as well as creativity and imagination among them�
As they respond, it 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, it helps them
develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to write down the rules discussed� They should then put them somewhere
where they can refer to them every time�
169
Lesson 7 and 8
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to perform the starsh oat in water
for survival�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people oating in water using the starsh
oat for digital literacy. If your school has limited resources, use the locally available materials.
Learning activities
a� Learner’s activity
Answer the questions below:
1� Name some things that can cause danger when swimming?
2. How can the starsh oat help keep you safe?
b� Teacher’s activities
1� Have learners respond to the questions� Give them time to discuss, then ask a few
learners to stand and say what they have discussed� As they discuss, it helps develop
communication and collaboration and critical thinking and problem solving
among them� By giving their peers a chance to express their views, it helps develop
self-esteem and the value of respect among them�
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� Some of the things that can cause danger include getting tired, getting hurt while
swimming, getting sick while in the pool among others� Guide accordingly�
4. The starsh oat can keep you safe because once you learn how to do it, you can
stay in the position until you nd help. Because there is no much you are doing, the
body is simply kept above the water�
5. Ask the learners to do the starsh oat again, and try to stay on the water for much
longer�
170
6� 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�
7� As the learners practise the technique, it helps develop their critical thinking and
problem solving as well as communication and collaboration� As the learners
identify how the starsh oat can keep them alive, it also helps develop critical
thinking and problem solving as well as learning to learn� As the learners
demonstrate to the rest of the learners, it develops self-efcacy as they get to feel
good� As the learners work together in the groups, it helps develop social cohesion
as well as citizenship�
8� As the learners also work together, it helps them develop values such as unity,
peace, respect, integrity and responsibility�
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
The learners should be encouraged to practise more to develop excellence in the starsh
oat. For the learners who still have an issue, give them more time and teach them what they
need to do� Check and guide them accordingly�
Lesson 9 and 10
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to appreciate oating in water using
the starsh oat for survival.
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits and obey the rules of the game at all times�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people oating in water using the starsh
oat for digital literacy. If your school has limited resources, use the locally available materials.
171
Learning activities
a� Learner’s activity
Tell your friend reasons why learning the starsh oat 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 stand and say what they discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them� By giving their peers a chance to express their views, it helps
develop self-esteem and the value of respect among them�
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 starsh
oat.
4� Some of the responses they can give include:
(a) It can help save a life�
(b) It helps maintain body balance while in water�
5� There are many more responses that the learners can come up with� Encourage
the learners’ responses. They can also think of other scenarios where the starsh
oat can be useful. Encourage their responses as this demonstrates creativity and
imagination as well as critical thinking and problem solving among them�
6. You can then encourage the learners to perform the starsh oat more to be able to
reap the benets as well as gain excellence.
7. Ask the learners to compete in showing their mastery of the starsh oat. Applaud
the best learners and encourage the rest to build their strength and speed�
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 play�
9� As the learners practise the technique, it helps develop their critical thinking and
problem solving as well as communication and collaboration� As the learners
appreciate the starsh oat, it also helps develop critical thinking and problem
solving as well as learning to learn� As the learners demonstrate to the rest of the
learners, it develops self-efcacy as they feel good� As the learners work together
in the groups, it helps develop social cohesion as well as citizenship�
10� As the learners also work together, it helps them develop values such as unity,
peace, respect, integrity and responsibility�
172
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to nd out more reasons why learning the starsh oat technique 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� Guide them accordingly�
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 creativity,
enjoyment and peaceful coexistence�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning resources
Some of the resources to be used are the swimming pool, and digital devices such as
computers and mobile phones and video clip of people oating in water using the starsh
oat for digital literacy. If your school has limited resources, use the locally available materials.
Learning activities
a� Learner’s activity
Ask your friend to state some games that they can play involving the starsh oat
technique�
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 that incorporate the starsh
oat technique. Guide them accordingly.
173
3� As the learners think through the games, it 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 them accordingly� They can be in groups, where they play together� For
example, in the groups, the learners can compete who will move further using the
starsh oat. Guide them 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 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 swimming pool� Explain the dangers of 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
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Ask the learners to play more games that incorporate the starsh oat. Guide them
accordingly�
End of sub-strand
Suggested community service learning activity to support learning through
application
Learners to make play items and donate them to a children’s home of their choice�
Suggested non-formal activity to support learning through application
Learners to make improvised oaters for use and bring them to the teacher.
Suggested assessment
Oral questions and practical assessment�
174
Strand
3
Sub-strand 3.1 Static balance: V-balance
Number of lessons: 5 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 performing the V-balance�
b) Watch a video clip of people performing the V-balance for digital literacy�
c) Perform the V-balance for strength, agility, exibility and coordination.
d) Practise the V-balance for strength, agility, exibility, coordination and for excellence.
e) Appreciate performing the V-balance for strength, agility, exibility, coordination and
for self-esteem�
f) Make relationships when performing the V-balance for creativity and imagination�
g) Play simple games for creativity, collaboration, enjoyment and peaceful coexistence�
h) Obey rules while performing balances for own and others safety�
Key inquiry questions
1� Mention any other balance you know�
2� Name animals that sometimes stand on two legs�
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
swimming:
1� Citizenship 5� Communication and collaboration
2. Self-efcacy 6. Critical thinking and problem solving
3� Digital literacy 7� Learning to learn
4� Creativity and imagination
Gymnastics
175
Link to PCIs
(a) ESD: DRR: safety and security, as learners perform gymnastic displays�
(b) Citizenship: social cohesion, as the learners collaborate when performing gymnastic
skills and displays�
(c) Learner Support Program: gymnastic displays: performing individual and group
gymnastic displays�
(d) Health Education: HIV and AIDS, for example when wounds and cuts occur
while performing gymnastic skills and displays, learners to report to the teacher and
should not handle them�
(e) Life Skills: self-esteem and self-awareness, where learners know themselves and
know the parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical
activities by displaying such values as integrity, respect, responsibility, peace, unity and love�
Link to other learning areas
(a) Language activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
(a) Name the parts of the body that are involved in performing the V-balance�
(b) Watch a video clip of people performing the V-balance for digital literacy�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning 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
the V-balance, or pictures of the same�
176
Learning activities
a� Learner’s activity
Tell the class one interesting thing you have watched this week�
b� Teacher’s activities
1� Have learners respond to the above questions� Give them time to discuss, then ask
a few learners to stand and say what they have discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them as 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 to plan your lesson accordingly�
2� By giving their peers a chance to express their views, it 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 video clip� They can also take note of the most interesting parts of the video
clip� For those with visual impairments, you can have the video 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 video 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 video 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 them� Working together also helps
them develop citizenship as well as social cohesion�
7� In instances that there is no access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show V-balance� Arrange
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 V-balance� Guide accordingly�
9� Watching the video clip helps develop digital literacy among the learner� As
they respond to what they have seen, this helps develop communication and
collaboration, critical thinking and problem solving as well as creativity
177
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
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
Assessment
1� Ask the learners to say something they found interesting from the video clip they
watched�
2� Ask learners to list down the parts of the body used for V-balance�
Lesson 2 and 3
Time: 60 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
(a) Perform the V-balance for strength, agility, exibility and coordination.
(b) Practise the V-balance for strength, agility, exibility and for excellence.
(c) Appreciate performing the V-balance for strength, agility, exibility, coordination and
for self-esteem�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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, pebbles,
digital devices such as computers and mobile phones and video clips of learners performing
V-balances or pictures of the same�
Learning activities
a� Learner’s activity
Tell your friend how you can do the V-balance�
b� Teacher’s activities
1� Have learners respond to the above question� Give them time to discuss, then ask
a few learners to stand and say what they heve discussed� As they discuss, it helps
178
develop communication and collaboration and critical thinking and problem
solving among them as well as learning to learn�
2� By giving their peers a chance to express their views, it helps develop self-esteem
and the value of respect among the learners�
3� Ask some learners to perform the V-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� Guide and correct them accordingly�
4� Have as many learners as possible do this� They can exchange pairs so that they each
get a chance to balance with as many learners as possible� Guide them accordingly�
5� The learners can also be asked to describe instances where the V-balance is most
important� Guide them accordingly�
6� As for the physically impaired learners, incorporate them to participate in balancing
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 more time to balance�
Guide and correct them accordingly�
7� As the learners balance in the directions given, it helps them develop creativity and
imagination as well as self-efcacy� As learners work together, it helps develop
social cohesion and citizenship� Responding to the instructions also helps
develop communication and collaboration�
8� As the learners play together, it helps them develop values such as integrity, respect,
responsibility, unity and peace�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to continue practising the V-balance as they move around the eld to
develop strength, agility, exibility, and coordination.
179
Lesson 4 and 5
Time: 60 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
(a) Make relationships when performing the V-balance for creativity and imagination�
(b) Play simple games for creativity, collaboration, enjoyment and peaceful coexistence�
(c) Obey rules while performing V-balances for own and others safety�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning 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
the V-balance or pictures of the same�
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� Have learners respond to the above questions� Give them time to discuss, then ask
a few learners to stand and say what they have discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them� By giving their peers a chance to express their views, it 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 V-balance� Guide their discussions�
3� 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.
180
(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 or the facilitator 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�
There are many other rules that the learners can come up with in regards to balancing�
Ensure they are relevant�
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� It is also important that the learners play together to establish relationships� Guide
them accordingly�
6� As the learners think about the rules to be followed, it enhances critical thinking
and problem solving as well as creativity and imagination among them� As they
respond, it enhances their 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, it helps develop social cohesion
and citizenship as well as the values of respect, responsibility, unity, peace and
integrity�
Conclusion
Have the learners assist in unplugging the digital devices if there is need to� They can then
organise the class as it was before the lesson and settle down for the next lesson�
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�
End of sub-strand
Suggested community service learning activity to support learning through
application
Learners to perform gymnastic activities during the school closing day�
Suggested non-formal activity to support learning through application
Learner to watch video clips of V-balancing in gymnastics�
Suggested assessment
Oral questions and practical assessment�
181
Sub-strand 3.2 Dynamic balance: Beam balance
Number of lessons: 10 lessons
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a) Watch a video clip of people performing beam balance for digital literacy�
b) Perform the beam balance for strength, balance and coordination�
c) Practise the beam balance for strength, balance, coordination and excellence�
d) Appreciate performing the beam balance for coordination, balance and courage�
e) Make relationships through performing the beam balance for creativity and imagination�
f) Play simple games for enjoyment, creativity, collaboration and peaceful coexistence�
g) Obey rules while performing the beam balance for own and others safety�
Key inquiry questions
1� Name safety measures to be observed when performing gymnastic skills�
2� Name some games you can play that involve balancing�
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
basic movement skills:
1� Citizenship 5� Creativity and imagination
2. Self-efcacy 6. Communication and collaboration
3� Digital literacy 7� Critical thinking and problem solving
4� Learning to learn
Link to PCIs
(a) ESD: DRR: safety and security, as learners perform gymnastic displays�
(b) Citizenship: social cohesion, as the learners collaborate when performing gymnastic
skills and displays�
(c) Learner Support Program: gymnastic displays: performing individual and group
gymnastic displays�
(d) Health Education: HIV and AIDS, for example when wounds and cuts occur
while performing gymnastic skills and displays, learners to report to the teacher and
not handle them�
(e) Life Skills: self-esteem and self-awareness, where learners know themselves and
knowing the parts of the body involved in performing physical activities�
182
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical
activities by displaying such values as integrity, respect, responsibility, unity, peace and love�
Link to other learning areas
(a) Languages activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) Mathematics activities
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
(a) Watch video clips of people performing the beam balance for digital literacy�
(b) Perform the beam balance for strength, balance and coordination�
(c) Practise the beam balance for strength, balance, coordination and excellence�
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the beam balance or pictures of the same�
Learning activities
a� Learner’s activity
Tell the class any video clip you have watched about learners performing a balance� How
was it?
183
b� Teacher’s activities
1� Have learners respond to the above questions� Give them time to discuss, then ask
a few learners to stand and say what they have discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them as 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 to plan your lesson accordingly�
2� By giving their peers a chance to express their views, it 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� It
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 video clip� They can also take note of the most interesting parts of the video
clip� For those with visual impairments, you can have the video 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 video 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 video 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 them� Working together also helps develop citizenship
as well as social cohesion�
7� In instances that there is no access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show learners performing
the beam balance� Arrange 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 beam balance� Guide
them accordingly�
9� Ask that they imitate what they watched in the video clip they observed� Ask as
many learners as possible to demonstrate� You can also demonstrate and have the
learners imitate what you did� Guide and correct them accordingly� Ask that they
practise the balance more to gain the strength and creativity and nally excellence.
10� Watching the video clip helps develop digital literacy among the learner� As
they respond to what they have seen, it helps develop communication and
184
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
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
1� Ask the learners to say something they found interesting from the video clip they
watched�
2� Ask learners to list down the parts of the body used for beam balance�
3� Ask that they practise the balance as they cover distances together� Guide them
accordingly�
Lesson 2
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
(a) Appreciate performing the beam balance for coordination, balance and courage�
(b) Play simple games for enjoyment, creativity, collaboration, and peaceful co existence�
(c) Obey rules while performing the beam balance for own and others safety�
Background information of the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning 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 beam balance or pictures of the same�
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.
185
b� Teacher’s activities
1� Have learners respond to the above questions� Give them time to discuss, then
ask a few learners to stand and say what they have discussed� As they discuss, it
helps develop communication and collaboration and critical thinking and
problem solving among them� By giving their peers a chance to express their
views, it 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 beam balance� Guide their
discussions�
3� 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 or the facilitator 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�
There are many other rules that the learners can come up with in regards to the beam
balance� Ensure they are relevant�
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� It is also important that the learners play together to establish relationships�
6� You can ask that they come up with situations where the beam balance is
important� They can give their responses� Guide them accordingly�
7� Ask that they perform any of the situations that they have mentioned� Ensure
they do them correctly as they maintain the safety� Guide them accordingly�
8� As the learners think about the rules to be followed, it enhances critical
thinking and problem solving as well as creativity and imagination among
them� As they respond, it enhances their 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, it
helps develop social cohesion and citizenship as well as the values of respect,
responsibility, unity, peace and integrity�
186
Conclusion
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
1� Ask learners to write down the rules they have 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 beam balance more often till they can acquire
the competence and strength� Guide them accordingly�
End of sub-strand
Suggested community service learning activity to support learning through
application
Learner to perform a beam balance activity during the prize-giving day in the school�
Suggested non-formal activity to support learning through application
Learners to play games involving beam balance�
Suggested assessment
Oral questions and practical assessment�
Sub-strand 3.3 Static balance: Crab stand balance
Number of lessons: 2 lessons
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a) Watch a video clip on crabs for digital literacy�
b) Perform the crab stand balance for strength and coordination�
c) Practise the crab stand balance for strength and coordination�
d) Appreciate performing the crab stand balance for coordination strength and
coordination�
e) Make relationships when performing the crab stand balance for creativity and
imagination�
f) Play simple games for enjoyment, creativity, collaboration and peaceful coexistence�
Key inquiry questions
1� Name the body parts used in crab stand balance�
2� Name animals that have eight legs�
187
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
swimming:
1� Citizenship 5� Communication and collaboration
2. Self-efcacy 6. Critical thinking and problem solving
3� Digital literacy 7� Learning to learn
4� Creativity and imagination
Link to PCIs
(a) ESD: DRR: safety and security, as learners perform gymnastic displays�
(b) Citizenship: social cohesion, as the learners collaborate when performing gymnastic
skills and displays�
(c) Learner Support Program: gymnastic displays: performing individual and group
gymnastic displays�
(d) Health Education: HIV and AIDS, for example when wounds and cuts occur
while performing gymnastic skills and displays, learners to report to the teacher and
not handle them�
(e) Life Skills: self-esteem and self-awareness, where learners know themselves and
know the parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical
activities by displaying such values as integrity, respect, responsibility, peace, unity and love�
Link to other learning areas
(a) Language activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) Mathematics activities
188
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
(a) Watch a video clip on crabs for digital literacy�
(b) Perform the crab stand balance for strength and coordination�
(c) Practise the crab stand balance for strength and coordination�
(d) Appreciate performing the crab stand balance for strength and coordination�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the crab stand balance�
Learning activities
a� Learner’s activity
Tell your friend one of the most interesting videos you have watched�
b� Teacher’s activities
1� Give the learners time to discuss the videos they have watched, then ask a few
learners to stand and say what they have discussed� As they discuss, it helps develop
communication and collaboration and critical thinking and problem solving
among them as 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 to plan your lesson accordingly�
2� By giving their peers a chance to express their views, it 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
189
literacy as the learners get a chance to handle the different technological devices� It
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 video clip� They can also take note of the most interesting parts of the video
clip� For those with visual impairments, you can have the video 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 video 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 video 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 them� Working together also helps develop citizenship
as well as social cohesion�
7� In instances that there is no access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show learners performing
the crab stand balance� Arrange 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 crab stand balance�
Guide them accordingly�
9� Ask that they imitate what they watched in the video clip they observed� Ask as many
learners as possible to demonstrate� You can also demonstrate and have the learners
imitate what you did� Guide and correct them accordingly� Ask that they practise the
balance more often to gain the strength and creativity and nally excellence.
10� Watching the video clip helps develop digital literacy among the learner� As they
respond to what they have seen, it 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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
1� Ask the learners to say something they found interesting from the video clip they
watched�
2� Ask learners to list down the parts of the body used for crab stand balance�
190
Lesson 2
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
(a) Make relationships when performing the crab stand balance for creativity and
imagination�
(b) Play simple games for enjoyment, creativity, collaboration and peaceful coexistence�
(c) Obey rules while performing the crab stand balance for own and others safety�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning 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 crab stand balance�
Learning activities
a� Learner’s activity
What rules should you follow when performing the crab stand balance?
b� Teacher’s activities
1� Have learners respond to the above questions� 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 them� By giving their peers a chance to express their
views, it 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 crab stand balance� Guide their
discussions�
3� 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�
191
(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 or the facilitator 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�
There are many other rules that the learners can come up with in regards to crab stand
balance� Ensure they are relevant to the crab stand balance�
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� It is also important that the learners play together to establish relationships�
6� You can ask that they come up with situations where the crab stand balance is
important� They can give their responses� Guide them accordingly�
7� Ask that they perform any of the situations that they have mentioned� Ensure
they do them correctly as they maintain the safety� Guide them accordingly�
8� As the learners think about the rules to be followed, it enhances critical thinking
and problem solving as well as creativity and imagination among them� 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, it helps develop social
cohesion and citizenship as well as the values of respect, responsibility, unity,
peace and integrity�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
Assessment
1� Ask learners to write down the rules they have 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 crab stand balance more often till they can
acquire the competence and strength� Guide them accordingly�
End of sub-strand
Suggested community service learning activity to support learning through
application
Learners to perform gymnastic displays during the school’s AGM and academic days�
192
Suggested non-formal activity to support learning through application
Learners to use locally available materials to improvise resources for use during gymnastic
lessons�
Suggested assessment
Oral questions and practical assessment
Sub-strand 3.4 Dynamic balance: Backward roll
Number of lessons: 12 lessons
Speciclearningoutcomes
By the end of the sub-strand, the learners should be able to:
a) Watch a video clip on people performing the backward roll for digital literacy�
b) Perform backward roll for strength, balance and coordination�
c) Practise backward roll for strength, balance, coordination and excellence�
d) Appreciate performing the backward roll for strength, balance and coordination�
e) Make relationships when performing backward roll for creativity and imagination�
f) Play simple games for enjoyment, creativity, collaboration and peaceful coexistence�
g) Obey rules while performing rolls for own and others safety�
Key inquiry question
1� Identify games where rolling is used�
Core competences to be developed
The learners are expected to acquire the following competences in the process of learning
basic movement skills:
1� Citizenship 5� Creativity and imagination
2. Self-efcacy 6. Communication and collaboration
3� Digital literacy 7� Critical thinking and problem solving
4� Learning to learn
Link to PCIs
(a) ESD: DRR: safety and security, as learners perform gymnastic displays�
(b) Citizenship: social cohesion, as the learners collaborate when performing gymnastic
skills and displays�
(c) Learner Support Program: gymnastic displays: performing individual and group
gymnastic displays�
193
(d) Health Education: HIV and AIDS, for example when wounds and cuts occur
while performing gymnastic skills and displays, learners to report to the teacher and
not handle them�
(e) Life Skills: self-esteem and self-awareness, where learners know themselves and
know the parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during movement
activities by displaying such values as integrity, respect, responsibility, unity, peace and love�
Link to other learning areas
(a) Languages activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) 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 performing backward 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 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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the backward roll�
194
Learning activities
a� Learner’s activities
1� Tell your friend what the backward roll is�
2� What parts of the body are used when doing the backward roll?
b� Teacher’s activities
1� Have learners respond to the above questions� Give them time to discuss, then ask
a few learners to stand and say what they have discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them as well as learning to learn�
2� By giving their peers a chance to express their views, it helps develop self-esteem
and the value of respect among the learners�
3� The learners should mention the parts of the body used when performing the
backward roll� Guide and correct them accordingly�
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� As the learners discuss about the roll, it helps develop their critical thinking and
problem solving as well as communication and collaboration� As the learners
think how the backward roll is done, it helps develop creativity and imagination
as well as learning to learn�
6� As the learners also work together, it helps them develop values such as unity,
peace, respect, integrity and responsibility�
Conclusion
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Have the learners draw the parts of the body used when doing the backward 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 people
performing the backward roll for digital literacy�
195
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning 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 backward 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�
b� Teacher’s activities
1� Have learners respond to the above activity� Give them time to discuss, then ask
a few learners to stand and say what they here discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them as 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 to plan your lesson accordingly�
2� By giving their peers a chance to express their views, it 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 them develop
digital literacy� It 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 video clip� They can also take note of the most interesting parts of the video
clip� For those with visual impairments, you can have the video 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 video 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 video 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
196
and collaboration among them� Working together also helps develop citizenship
as well as social cohesion�
7� In instances that there is no access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show the backward roll�
Arrange the pictures in a way that develops knowledge as the learners view them�
8� Watching the video clip helps develop digital literacy among the learner� As they
respond to what they have seen, it 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
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
Ask the learners to say something they found interesting from the video 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 the backward roll for
strength, balance and coordination�
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the backward roll� If your school has limited resources, use the locally available
materials to demonstrate the different concepts�
197
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 the illustration above� Provide a tactile illustration for the
visually impaired learners so that they can also be part of the class discussion�
2� Ask learners to say what they can see in the picture� They can discuss in pairs, then
present their answers to the class� As the learners discuss in pairs, it helps develop
communication and collaboration as well as social cohesion among them�
3� Ask learners who can to demonstrate the backward roll� The rest of the learners
should observe and if possible imitate the actions�
4� You can also demonstrate the backward roll and ask the learner to imitate what you
are doing� Guide them accordingly�
5� Encourage the learners to perform the balance properly for strength, balance,
coordination and excellence�
6� Guide learners to master the backward roll� Check as they move and ensure the
learners follow the correct procedure�
7� 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�
8� The special needs learners such as the slow learners should be given more time to
perfect the skill� As for the fast learners, ask that they perform more backward roll
as well as help the slow learners� Guide and correct them accordingly�
9� As the learners think about the backward roll, it helps develop their critical thinking
and problem solving as well as communication and collaboration� As the
learners perform the roll well, it also helps to 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 they feel good�
198
10� As the learners also work together, it helps develop values such as unity, peace,
respect, integrity and responsibility�
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
Have the learners do the backward 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 lessons, the learner should be able to obey rules when performing rolls
for own and others safety�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning 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 backward 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� Have the learners discuss about the instruction given, where they get to discuss
why one needs to be safe as they play in the eld. Listen to the responses they
give� You can then ask the learners to say some of the rules to be followed when
playing games. 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
199
to as many learners as possible to present their responses to the class� As they
do this, it helps develop their self-esteem�
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 playing� Working in groups also helps develop social cohesion as
well as citizenship�
3� 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 or the facilitator 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�
There are many other rules that the learners can come up with in regards to performing
rolls� Ensure they are relevant to backward roll�
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, it enhances critical thinking
and problem solving as well as creativity and imagination among them�
As they respond, it 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, it helps develop social
cohesion and citizenship as well as the values of respect, responsibility,
unity, peace and integrity�
Conclusion
Conclude the lesson by asking the learners to hand over the learning resources they used
during the lesson and store them safely� Ensure the learners are back in class on time for
the next lesson�
Assessment
Ask the learners to write down the rules discussed� They should then put them somewhere
where they can refer to them every time�
200
Lesson 7 and 8
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to practise backward roll for strength,
balance, coordination and excellence�
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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the backward 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 practise the backward roll?
b� Teacher’s activities
1� Have learners respond to the above questions� Give them time to discuss, then ask
a few learners to stand and say what they have discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them� By giving their peers a chance to express their views, it 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 backward 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� As the learners practise the technique, it helps develop their critical thinking and
problem solving as well as communication and collaboration� As the learners
201
perform the backward 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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
The learners should be encouraged to practise the backward roll more to develop excellence
in it� For the learners who still have an issue, give them more time and teach them what they
need to do� Check and guide them accordingly�
Lesson 9 and 10
Time: 60 minutes
Lesson outcome
By the end of the lessons, the learner should be able to appreciate performing the backward
roll for strength, balance and coordination�
Background information for the teacher
Arrange the learning resources that are relevant for the lesson� Know the number of learners
in your class with different abilities and in case there are those with physical impairments, pay
more attention to them� Ensure the room the learners will sit in is safe and well organised�
Suggested learning 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 backward 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 backward roll is important�
b� Teacher’s activities
1� Give them time to discuss in pairs, then ask a few learners to stand and say what
202
they have discussed� As they discuss, it helps develop communication and
collaboration and critical thinking and problem solving among them� By giving
their peers a chance to express their views, it 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 backward
roll� Ensure they give correct responses�
4� There are many more responses that the learners can come up with� Encourage
their responses as this demonstrates creativity and imagination as well as critical
thinking and problem solving among 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 play�
6� As the learners practise the technique, it helps develop their critical thinking and
problem solving as well as communication and collaboration� As the learners
appreciate the backward roll, it also helps develop creativity and imagination
as well as learning to learn� As they 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 develop values such as unity, peace,
respect, integrity and responsibility�
Conclusion
After the lesson is over, let the learners wear their school uniforms and settle in class� Have
the learners help you put back the learning resources where they should be for the next
lessons use�
Assessment
Ask the learners to nd out more reasons why learning the backward 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� Guide them accordingly�
Lesson 11 and 12
Time: 60 minutes
Lesson outcomes
By the end of the lessons, the learner should be able to:
(a) Make relationships when performing the backward roll for creativity and imagination�
(b) Play simple games for enjoyment, creativity, collaboration and peaceful coexistence�
203
Background information for the teacher
Ensure that you know the number of learners with special needs in the class and arrange
the class appropriately to ensure that they participate actively in the lesson� Ensure that all
the teaching resources required for the lesson are available� Ensure also that the learners are
in correct games kits 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, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the backward 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 backward roll technique�
b� Teacher’s activities
1� Have the learners discuss the activity 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 that incorporate the
backward roll� Guide them accordingly�
3� As the learners think through the games, it 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 them 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 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 playing� Explain the dangers of touching the wounds, including contracting
HIV and AIDS� This will be promoting health education�
7� Playing the games helps develop creativity and imagination, communication
204
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
As you conclude the lesson, ensure the learners are back in class on time for the next lesson�
Learners with physical impairments and visual problems should also be helped to get in
class on time� Collect the learning resources you had issued to them and keep them in a safe
place�
Assessment
Ask the learners to play more games that incorporate the backward roll� Guide them
accordingly�
End of sub-strand
Suggested community service learning activity to support learning through
application
Learners to perform backward roll activities display them during the school’s cultural day�
Suggested non-formal physical activities to support learning
Learners to perform backward roll in their community�
Suggested assessment
Oral questions and practical assessment�
Sub-strand 3.5 Dynamic balances: Crab walk
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 used in performing the crab walk�
b) Perform crab walk for strength and coordination�
c) Practise the crab walk for strength, coordination and excellence�
d) Appreciate performing crab walk for strength, coordination and excellence�
e) Make relationships when performing crab walk for creativity and imagination�
f) Play simple games for enjoyment, creativity, collaboration and peaceful coexistence�
g) Obey rules while performing the crab walk for own and others safety�
205
Key inquiry questions
1� Which direction is easier to perform the crab walk towards?
2� How does a rabbit move?
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� Creativity and imagination
5� Communication and collaboration
6� Critical thinking and problem solving
7� Learning to learn
Link to PCIs
(a) ESD: DRR: safety and security, as learners perform gymnastic displays�
(b) Citizenship: social cohesion, as the learners collaborate when performing gymnastic
skills and displays�
(c) Learner Support Program: gymnastic displays: performing individual and group
gymnastic displays
(d) Health Education: HIV and AIDS, for example when wounds and cuts occur
while performing gymnastic skills and displays, learners to report to the teacher and
not handle them�
(e) Life Skills: self-esteem and self-awareness: where learners know themselves and
knowing the parts of the body involved in performing physical activities�
Link to values
Learners to exhibit responsible behaviour that respects self and others during physical
activities by displaying such values as integrity, respect, responsibility, peace, unity and love�
Link to other learning areas
(a) Language activities
(b) Hygiene and nutrition activities
(c) Environmental activities
(d) Mathematics activities
206
Lesson development
Lesson 1
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
(a) Name the parts of the body that are used in performing the crab walk�
(b) Perform the crab walk for strength and coordination�
(c) Practise the crab walk for strength, coordination and excellence�
(d) Appreciate performing crab walk for strength, coordination and excellence�
Background information for the teacher
Assemble all the learning resources that are relevant for the lesson� Get to know the different
impairments that the learners might have in your class� This will help you in preparing the
resources that these learners might need� Ensure the room that the learners will sit in is well
organised�
Suggested learning 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 crab walk�
Learning activities
a� Learner’s activity
Tell your friend one of the most interesting game videos you have watched�
b� Teacher’s activities
1� Have learners respond to the above activity� Give them time to discuss, then ask
a few learners to stand and say what they have discussed� As they discuss, it helps
develop communication and collaboration and critical thinking and problem
solving among them as 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 to plan your lesson accordingly�
2� By giving their peers a chance to express their views, it 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
207
literacy as the learners get a chance to handle the different technological devices� It
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 video clip� They can also take note of the most interesting parts of the video
clip� For those with visual impairments, you can have the video 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 video 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 video 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 them� Working together also helps develop citizenship
as well as social cohesion�
7� In instances that there is no access to digital devices, you can search for articles,
pictures and images from magazines and newspapers that show learners performing
the crab walk� Arrange 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 crab walk� Guide them
accordingly�
9� Ask that they imitate what they watched in the video clip� Ask as many learners as
possible to demonstrate� You can also demonstrate and have the learners imitate
what you did� Guide and correct them accordingly� Ask that they practise the crab
walk more often to gain the strength and creativity and nally excellence.
10� Watching the video clip helps develop digital literacy among the learner� As
they respond to what they have seen, it 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
organise the class as it was before the lesson and settle down for the next lesson�
Assessment
1� Ask the learners to say something they found interesting from the video clip they
watched�
2� Ask learners to list down the parts of the body used for crab walk�
3� Ask that they practise the crab walk as they cover distances together� Guide them
accordingly�
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Lesson 2
Time: 30 minutes
Lesson outcomes
By the end of the lesson, the learner should be able to:
(a) Make relationships when performing crab walk for creativity and imagination�
(b) Play simple games for enjoyment, creativity, collaboration and peaceful coexistence�
(c) Obey rules while performing the crab walk for own and others safety�
Background information of 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 where
the learners play is safe and the eld is properly marked. Ensure also that the learners are in
correct games kits 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, pebbles,
digital devices such as computers and mobile phones and video clips of other learners
performing the crab walk�
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� Have learners respond to the above activity� Give them time to discuss, then
ask a few learners to stand and say what they have discussed� As they discuss, it
helps develop communication and collaboration and critical thinking and
problem solving among them� By giving their peers a chance to express their
views, it 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 crab walk� Guide their
discussions�
3� Some of the rules they could come up with include:
(a) Learners should always be in full games kit including sport shoes�
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(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 or the facilitator 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�
• There are many other rules that the learners can come up with. Ensure they are
relevant to the crab walk�
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� It is also important that the learners play together to establish relationships�
6� You can ask that they come up with situations where the crab walk is important�
They can give their responses� Guide them accordingly�
7� Ask that they perform any of the situations that they have mentioned� Ensure
they do them correctly as they maintain the safety� Guide them accordingly�
8� As the learners think about the rules to be followed, it enhances critical thinking
and problem solving as well as creativity and imagination among them� 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, it helps develop social
cohesion and citizenship as well as the values of respect, responsibility, unity,
peace and integrity�
Conclusion
Once the class is over, collect the learning resources used during the lesson and store them
in a safe place� Ensure that the class remains orderly and that learners with special needs are
back in their sitting positions�
Assessment
1� Ask learners to write down the rules they have 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 crab walk more till they can acquire the
competence and strength� Guide them accordingly�
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End of sub-strand
Suggested community service learning activity to support learning through
application
Learners to plant trees around the school, home and community�
Suggested non-formal activity to support learning through application
Learners can recite poems related to the environment�
Suggested assessment
Oral questions and practical assessment�