Longhorn

Movement Activities

Teacher’s Guide

Grade 3

Nancy Njeri

Cicilia Gathii

Pauline Wambugu

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,

Mikocheni B, Plot No. MKC/MCB/81,

P.O. Box 1237,

Dar es Salaam, Tanzania.

Longhorn Publishers (Rwanda) Ltd.,

Remera opposite COGE Bank,

P.O. Box 5910,

Kigali, Rwanda.

retrieval system or transmitted in any form or by any means, electronic, mechanical,

photocopying, recording or otherwise without the prior written permission of the

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

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

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

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�

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

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�

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�

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.

• 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�

(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

(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�

(d) Materials that were inadequate for individual work can now easily be shared�

(e) Learners can learn from one another�

(f) Cooperation among learners can easily be developed�

(g) Many learners accept correction from the teacher more readily and without feeling

humiliated when they are in a small group rather than the whole class�

(h) Learners’ creativity, responsibility and leadership skills can easily be developed�

(i) Learners can work at their own pace�

The type of ‘grouping’ that a teacher may choose depends on:

(a) The strand or task to be tackled�

(b) The materials available�

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�

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�

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

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�

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

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

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�

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�

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

Basic Motor Skills

Part 2

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�

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�

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?

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�

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�

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�

(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�

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�

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�

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�

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�

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

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�

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�

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�

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�

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

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�

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�

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

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�

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�

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�

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�

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�

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

(d) 10 times to the back

2� Check what they do and guide accordingly�

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�

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�

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

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�

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�

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�

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�

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�

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�

(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�

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�

(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�

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

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�

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?

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

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�

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�

(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�

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�

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�

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�

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�

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�

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�

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�

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�

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�

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�

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�

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�

(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

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

(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�

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

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

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�

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

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�

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�

(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�

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�

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�

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�