2025 RATIONALIZED GRADE 5 CREATIVE ARTS SCHEME OF WORK TERM 3

Week Lesson Strand Sub- Specific-Learning Learning Experience Key Inquiry Learning Assessment Reflection
Strand Outcomes Question(S) Resources Methods
1 1 PERFOR Performin By the end of the lesson, In groups, pairs or What is the Creative Arts Portfolio,
MANCE ga the learner should be able individually learners are role Curriculum observation
AND Kenyan to: guided to: costumes of Design Grade schedule,
DISPLAY Folk in Kenyan 5 exit tickets,
 Identify types of folk Identify types of folk
Dance songs performed by folk dance? skill
songs performed by Swimming
indigenous Kenyan progression
indigenous Kenyan facility,
communities communities charts,
inflatable pool swimming
 Describe components Describe components of clothing and
performance
of a Kenyan folk a Kenyan folk dance: gear,
analysis
dance: participants participants (soloist, safety
(soloist, chorus/response, equipment
chorus/response, instrumentalist, dancers), swimming
instrumentalist, body movement, aids
dancers), body costumes.
movement, costumes.
 Appreciate the role of
folk dance in the
society.
2 PERFOR Performin By the end of the lesson, In groups, pairs or What is the Creative Arts Portfolio,
MANCE ga the learner should be able individually learners are role body Curriculum observation
AND Kenyan to: guided to: decorations Design Grade schedule,
DISPLAY Folk of in Kenyan 5 exit tickets,
 Identify types of folk Identify types of folk
Dance songs performed by folk dance? skill
songs performed by Swimming
indigenous Kenyan progression
indigenous Kenyan facility,
communities communities charts,
inflatable pool swimming
 Describe components Describe components of clothing and
performance
of a Kenyan folk a Kenyan folk dance: gear,
analysis
dance: body body decorations, safety
decorations, ornaments and equipment
ornaments and formations swimming
formations aids

 Appreciate the role of

folk dance in the
society.
3 PERFOR Performin By the end of the lesson, In groups, pairs or What is the Creative Arts Portfolio,
MANCE ga the learner should be able individually learners are role props Curriculum observation
AND Kenyan to: guided to: and Design Grade schedule,
DISPLAY Folk instruments 5 exit tickets,
 Identify types of folk Identify types of folk of in Kenyan
Dance songs performed by skill
songs performed by folk dance? Swimming
indigenous Kenyan progression
indigenous Kenyan facility,
communities communities charts,
inflatable pool swimming
 Describe components Describe components of clothing and
performance
of a Kenyan folk a Kenyan folk dance: gear,
analysis
dance: occasion, occasion, songs, props safety
songs, props and and instruments equipment
instruments swimming
aids
 Appreciate the role of
folk dance in the
society.
4 PERFOR Performin By the end of the lesson, In groups, pairs or Why is it Creative Arts Portfolio,
MANCE ga the learner should be able individually learners are important to Curriculum observation
AND Kenyan to: guided to: perform a Design Grade schedule,
DISPLAY Folk folk song? 5 exit tickets,
 Discuss the roles of Discuss the roles of
Dance costumes, ornaments skill
costumes, ornaments and Swimming
and body adornment progression
body adornment in a folk facility,
in a folk dance. dance. charts,
inflatable pool swimming
 Make ornaments Make ornaments clothing and
performance
(necklace) using (necklace) using gear,
analysis
recyclable materials to recyclable materials to safety
enhance performance enhance performance of equipment
of a kenyan folk dance a kenyan folk dance swimming
aids
 Appreciate the role of
folk dance in the
society.
 5 PERFOR Performin By the end of the lesson, In groups, pairs or Which Creative Arts Portfolio,
MANCE ga the learner should be able individually learners are materials do Curriculum observation
AND Kenyan to: guided to: you need to Design Grade schedule,
DISPLAY Folk make 5 exit tickets,
 Discuss the roles of Discuss the roles of
Dance costumes, ornaments earrings for skill
costumes, ornaments and Swimming
and body adornment folk dance progression
body adornment in a folk facility,
in a folk dance. dance. performance charts,
? inflatable pool swimming
 Make ornaments Make ornaments clothing and
performance
(earrings) using (earrings) using gear,
analysis
recyclable materials to recyclable materials to safety
enhance performance enhance performance of equipment
of a kenyan folk dance a kenyan folk dance swimming
aids
 Appreciate the role of
folk dance in the
society.
6 PERFOR Performin By the end of the lesson, In groups, pairs or Which Creative Arts Portfolio,
MANCE ga the learner should be able individually learners are materials do Curriculum observation
AND Kenyan to: guided to: you need to Design Grade schedule,
DISPLAY Folk make 5 exit tickets,
 Discuss the roles of Discuss the roles of
Dance costumes, ornaments bungles for skill
costumes, ornaments and Swimming
and body adornment folk dance progression
body adornment in a folk facility,
in a folk dance. dance. performance charts,
? inflatable pool swimming
 Make ornaments Make ornaments clothing and
performance
(bungles) using (bungles) using gear,
analysis
recyclable materials to recyclable materials to safety
enhance performance enhance performance of equipment
of a kenyan folk dance a kenyan folk dance swimming
aids
 Appreciate the role of
folk dance in the
society.
2 1 PERFOR Performin By the end of the lesson, In groups, pairs or Why should Creative Arts Portfolio,
MANCE ga the learner should be able individually learners are you warm up Curriculum observation
AND Kenyan to: guided to: before a folk Design Grade schedule,
DISPLAY Folk dance 5 exit tickets,
 Warm up activities Warm up activities
Dance (stretching) before a performance skill
(stretching) before a folk Swimming
folk dance ? progression
dance performance facility,
performance charts,
Take up different roles inflatable pool swimming
 Take up different roles and practise a kenyan clothing and
performance
and practise a kenyan folk dance gear,
analysis
folk dance safety
equipment
 Enjoy performing swimming
Kenyan folk dances. aids

2 PERFOR Performin By the end of the lesson, In groups, pairs or Why is it Creative Arts Portfolio,
MANCE ga the learner should be able individually learners are important to Curriculum observation
AND Kenyan to: guided to: perform a Design Grade schedule,
DISPLAY Folk folk song? 5 exit tickets,
 Identify the role of Identify the role of folk
Dance folk dance in the skill
dance in the society. Swimming
society. progression
Describe the importance facility, charts,
 Describe the of Kenyan folk dance. inflatable pool swimming
importance of Kenyan clothing and
performance
folk dance. gear,
analysis
safety
 Appreciate the role of equipment
folk dance in the swimming
society. aids

3 PERFOR Performin By the end of the lesson, In groups, pairs or What are the Creative Arts Observation
MANCE ga the learner should be able individually learners are aspects of a Curriculum schedule,
AND Kenyan to: guided to: folk dance? Design Grade aural and
DISPLAY Folk 5 oral tests.
 Identify the aspects of Identify the aspects of a
Dance a folk dance. folk dance.
 Explain how to care Explain how to care for Recording of
for costumes, props costumes, props and sacred,
and ornaments used ornaments used during patriotic and
during folk dance. folk dance. topical and
Kenyan folk
 Appreciate the songs
compopnents of a folk
 dance.
4 PERFOR Performin By the end of the lesson, In groups, pairs or How do the Creative Arts Observation
MANCE ga the learner should be able individually learners are aspects of Curriculum schedule,
AND Kenyan to: guided to: body in a Design Grade aural and
DISPLAY Folk folk dance 5 oral tests.
 Practise the use of Practise the use of songs,
Dance songs, body contribute to
body movements, and
movements, and its
formations in a folk Recording of
formations in a folk dance. performance
? sacred,
dance. patriotic and
Perform a kenyan folk
 Perform a kenyan folk dance wearing topical and
dance wearing ornaments. Kenyan folk
ornaments songs

 Appreciate the role of

folk dance in the
society.
5 PERFOR Performin By the end of the lesson, In groups, pairs or How do the Creative Arts Observation
MANCE ga the learner should be able individually learners are aspects of Curriculum schedule,
AND Kenyan to: guided to: energy in a Design Grade aural and
DISPLAY Folk folk dance 5 oral tests.
 Practise the use of Practise the use of
Dance patterns, instruments contribute to
patterns, instruments and
and costumes in a folk its
costumes in a folk dance. Recording of
dance. performance
Perform a kenyan folk ? sacred,
 Perform a kenyan folk dance wearing costumes patriotic and
dance wearing topical and
costumes Appreciate Kenyan folk
the role of folk dance songs
in the society.
6 PERFOR Performin By the end of the lesson, In groups, pairs or How do the Creative Arts Observation
MANCE ga the learner should be able individually learners are aspects of Curriculum schedule,
AND Kenyan to: guided to: space in a Design Grade aural and
DISPLAY Folk folk dance 5 oral tests.
 Practise the use of Practise the use of body
Dance body adornment, contribute to
adornment, ornaments
ornaments and props its
and props in a folk dance. Recording of
in a folk dance. performance
Perform a kenyan folk ? sacred,
 Perform a kenyan folk dance wearing body patriotic and
dance wearing body adornments topical and
adornments Kenyan folk
songs,
 Appreciate the role of pitching
folk dance in the instrument
society.
3 1 PERFOR Playing By the end of the lesson, Learners are guided in What can Creative Arts Observation
MANCE the the learner should be able pairs, in groups or you see on a Curriculum schedule,
AND Descant to: individually to: descant Design Grade aural and
DISPLAY recorder recorder? 5 oral tests.
 Mention the parts of a Look at the picture of the
descant recorder. descant recorder and say
what they see on it Recording of
 Draw a descant
reccorder Mention the parts of a sacred,
descant recorder patriotic and
 Appreciate the descant topical and
recorder pitching
instrument
2 PERFOR Playing By the end of the lesson, Learners are guided in Where Creative Arts Observation
MANCE the the learner should be able pairs, in groups or should you Curriculum schedule,
AND Descant to: individually to: place your Design Grade aural and
DISPLAY recorder left and right 5 oral tests.
 Sit and hold the Sit and hold the descant hands when
descant recorder recorder correctly playing the
correctly descant Recording of
Make sounds on the
 Make sounds on the descant recorder playing recorder? sacred,
descant recorder notes G A B C’ D’ patriotic and
What is the topical and
playing notes G A B
Play the pitches G A B role of the pitching
C’ D’
C’ D’ with a partner holes in the instrument
 Enjoy playing the descant
pitches G A B C’ D’ recorder?
with a partner
3 PERFOR Playing By the end of the lesson, Learners are guided in Which is the Creative Arts Observation
MANCE the the learner should be able pairs, in groups or four-step Curriculum schedule,
AND Descant to: individually to: Design Grade aural and
 DISPLAY recorder a) Listen to the notes G Listen to the notes G A B process of 5 oral tests.
A B C’ D’ played by C’ D’ played by the playing the
the teacher and play teacher and play them descant
them back back recorder? Recording of
sacred,
b) Play the notes G A B Play the notes G A B C’ patriotic and
C’ D’ D’ topical and
 Have fun playing Play different tunes using pitching
different tunes using the descant recorder instrument
the descant recorder

4 PERFOR Playing By the end of the lesson, Learners are guided in Which notes Creative Arts Observation
MANCE the the learner should be able pairs, in groups or are shown on Curriculum schedule,
AND Descant to: individually to: the Design Grade aural and
DISPLAY recorder drawings? 5 oral tests.
 Play the notes shown Play the notes shown on
on the observe the the observe the baroque What is the
baroque fingering fingering chart for note name to the Recording of
chart for note C’ and C’ and D’ song you sacred,
D’ have just patriotic and
Practice fingering the
 Practice fingering the notes C’ and D’ on the played? topical and
notes C’ and D’ on the descant recorder Kenyan folk
descant recorder songs,
Name he song of the tune resource
 Enjoy making their they have just played person,
own tunes using the pitching
notes G A B C’ D’ instrument
5 PERFOR Playing By the end of the sub- Learners are guided in How are Creative Arts Observation
MANCE the strand, the learners should pairs, in groups or different Curriculum schedule,
AND Descant be able to: individually to: pitches Design Grade aural and
DISPLAY recorder 5
 Identify notes B A G Identify notes B A G C D produced on oral tests.
on the descant recorder a descant
C D on the descant
recorder?
recorder Play notes B A G C D on Recording of
the descant recorder sacred,
 Play notes B A G C D patriotic and
on the descant topical and
recorder songs,
 Enjoy playing notes B pitching
A G C D on the instrument
descant recorder
6 PERFOR Playing By the end of the sub- Learners are guided in How is a Creative Arts Observation
MANCE the strand the learner should pairs, in groups or good tone Curriculum schedule,
AND Descant be able to: individually to: produced Design Grade aural and
DISPLAY recorder while playing 5 oral tests.
 Play a melody built on Play a melody built on
the notes B A G C D on the descant
the notes B A G C D
the descant recorder recorder?
on the descant Recording of
recorder Practice proper fingering sacred,
while playing melodies patriotic and
 Practice proper topical and
fingering while based on the notes G A B
Kenyan folk
playing melodies C’ D’ on the descant
songs,
based on the notes G recorder pitching
A B C’ D’ on the instrument
descant recorder
 Have fun playing
melodies using the
descant recorder
4 1 PERFOR Playing By the end of the sub- Learners are guided in How is a Creative Arts Observation
MANCE the strand the learner should pairs, in groups or good tone Curriculum schedule,
AND Descant be able to: individually to: produced Design Grade aural and
DISPLAY recorder while playing 5 oral tests.
 Play a melody built on Play a melody built on
the notes B A G C D on the descant
the notes B A G C D
the descant recorder recorder?
on the descant Recording of
recorder Practice proper fingering sacred,
while playing melodies patriotic and
 Practice proper topical and
fingering while based on the notes G A B
Kenyan folk
playing melodies C’ D’ on the descant
songs,
based on the notes G recorder resource
A B C’ D’ on the person,
descant recorder pitching
instrument
  Have fun playing
melodies using the
descant recorder
2 PERFOR Playing By the end of the sub- Learners are guided in How is a Creative Arts Observation
MANCE the strand the learner should pairs, in groups or good tone Curriculum schedule,
AND Descant be able to: individually to: produced Design Grade aural and
DISPLAY recorder 5
 Identify notes B A G Identify notes B A G C D while playing oral tests.
on the descant recorder the descant
C D on the descant
recorder?
recorder Practice proper breathe Recording of
control while playing sacred,
 Practice proper patriotic and
breathe control while melodies based on the
topical and
playing melodies notes G A B C’ D’ on the
Kenyan folk
based on the notes G descant recorder
songs,
A B C’ D’ on the pitching
descant recorder instrument
 Have fun playing
melodies using the
descant recorder
3 PERFOR Playing By the end of the sub- Learners are guided in How is a Creative Arts Observation
MANCE the strand the learner should pairs, in groups or good tone Curriculum schedule,
AND Descant be able to: individually to: produced Design Grade aural and
DISPLAY recorder 5
 Identify notes B A G Identify notes B A G C D while playing oral tests.
on the descant recorder the descant
C D on the descant
recorder?
recorder Practice proper breathe Recording of
control while playing sacred,
 Practice proper patriotic and
breathe control while melodies based on the
topical and
playing melodies notes G A B C’ D’ on the
Kenyan folk
based on the notes G descant recorder
songs,
A B C’ D’ on the pitching
descant recorder instrument
 Have fun playing
melodies using the
descant recorder
4 PERFOR Playing By the end of the sub- Learners are guided in How is a Creative Arts Observation
MANCE the strand the learner should pairs, in groups or good tone Curriculum schedule,
AND Descant be able to: individually to: produced Design Grade aural and
DISPLAY recorder 5
 Identify notes B A G Identify notes B A G C D while playing oral tests.
on the descant recorder the descant
C D on the descant
recorder?
recorder Practice proper tone Recording of
quality while playing sacred,
 Practice proper tone patriotic and
quality while playing melodies based on the
topical and
melodies based on the notes G A B C’ D’ on the
Kenyan folk
notes G A B C’ D’ on descant recorder
songs,
the descant recorder resource
person,
 Have fun playing
pitching
melodies using the
instrument
descant recorder

5 PERFOR Playing By the end of the sub- Learners are guided in How is a Creative Arts Observation
MANCE the strand the learner should pairs, in groups or good tone Curriculum schedule,
AND Descant be able to: individually to: produced Design Grade aural and
DISPLAY recorder 5
 Identify notes B A G Identify notes B A G C D while playing oral tests.
on the descant recorder the descant
C D on the descant
recorder?
recorder Practice proper tone Recording of
quality while playing sacred,
 Practice proper tone patriotic and
quality while playing melodies based on the
topical and
melodies based on the notes G A B C’ D’ on the
Kenyan folk
notes G A B C’ D’ on descant recorder
songs,
the descant recorder resource
person,
 Have fun playing
pitching
melodies using the
instrument
descant recorder
6 PERFOR Playing By the end of the lesson, In groups, pairs or How is a Creative Arts Observation
MANCE the the learner should be able individually learners are good tone Curriculum schedule,
 AND Descant to: guided to: produced on Design Grade aural and
DISPLAY recorder the descant 5 oral tests.
 Create a random Create a random repeat
recorder?
repeat pattern based pattern based on the
on the notes G A B C’ notes G A B C’ D’. Recording of
D’. sacred,
Print random repeat
 Print random repeat patterns on paper with patriotic and
patterns on paper with the stencils using topical and
the stencils using contrasting colours Kenyan folk
contrasting colours songs,
(dabbing/ spraying
(dabbing/ spraying resource
method)
person,
method)
pitching
 Appreciate playing instrument
melodies using the
descant recorder.
5 1 PERFOR Playing By the end of the lesson, In groups, pairs or How is a Creative Arts Observation
MANCE the the learner should be able individually learners are good tone Curriculum schedule,
AND Descant to: guided to: produced on Design Grade aural and
DISPLAY recorder the descant 5 oral tests.
 Create a random Create a random repeat
repeat pattern based recorder?
pattern based on the
on the notes G A B C’ notes G A B C’ D’. Recording of
D’. sacred,
Print random repeat
 Print random repeat patterns on paper with patriotic and
patterns on paper with topical and
the stencils using
the stencils using Kenyan folk
contrasting colours
contrasting colours songs,
(dabbing/ spraying
(dabbing/ spraying resource
method) person,
method)
pitching
 Appreciate playing instrument
melodies using the
descant recorder.
2 PERFOR Playing By the end of the lesson, Learners are guided in How are Creative Arts Observation
MANCE the the learner should be able pairs, in groups or notes G A B Curriculum schedule,
AND Descant to: individually to: C’ D’ played Design Grade aural and
DISPLAY recorder ascending on 5 oral tests.
 Explain how to play Explain how to play
notes G A B C’ D’ notes G A B C’ D’ the descant
ascending on a descant ascending on a descant recorder?
Recording of
recorder. recorder. sacred,
 Play notes G A B C’ Play notes G A B C’ D’ patriotic and
D’ ascending on a ascending during a cool topical and
descant recorder. down after a gymnastic Kenyan folk
session. songs,
 Appreciate playing pitching
melodies using the instrument
descant recorder.

3 PERFOR Playing By the end of the lesson, Learners are guided in How are Creative Arts Observation
MANCE the the learner should be able pairs, in groups or notes G A B Curriculum schedule,
AND Descant to: individually to: C’ D’ played Design Grade aural and
DISPLAY recorder ascending on 5 oral tests.
 Explain how to play Explain how to play
notes G A B C’ D’ notes G A B C’ D’ the descant
ascending on a descant ascending on a descant recorder?
Recording of
recorder. recorder. sacred,
 Play notes G A B C’ Play notes G A B C’ D’ patriotic and
D’ ascending on a ascending during a cool topical and
descant recorder. down after a gymnastic Kenyan folk
session. songs,
 Appreciate playing pitching
melodies using the instrument
descant recorder.

4 PERFOR Playing By the end of the lesson, Learners are guided in How are Creative Arts Observation
MANCE the the learner should be able pairs, in groups or notes G A B Curriculum schedule,
AND Descant to: individually to: C’ D’ played Design Grade aural and
DISPLAY recorder descending 5 oral tests.
 Explain how to play Explain how to play
notes G A B C’ D’ notes G A B C’ D’ on the
descending on a descending on a descant descant
recorder? Recording of
descant recorder. recorder. sacred,
 Play notes G A B C’ Play notes G A B C’ D’ patriotic and
D’ descending on a descending during a cool topical and
 descant recorder. down after a gymnastic Kenyan folk
session. songs,
 Appreciate playing resource
melodies using the person,
descant recorder. pitching
instrument

5 PERFOR Playing By the end of the lesson, Learners are guided in How are Creative Arts Portfolio,
MANCE the the learner should be able pairs, in groups or notes G A B Curriculum observation
AND Descant to: individually to: C’ D’ played Design Grade schedule,
DISPLAY recorder descending 5 exit tickets,
 Explain how to play Explain how to play analysis,
notes G A B C’ D’ notes G A B C’ D’ on the
descant Audio visual display and
descending on a descending on a descant equipment, critique
descant recorder. recorder. recorder?
display
 Play notes G A B C’ Play notes G A B C’ D’ boards,
D’ descending on a descending during a cool display props,
descant recorder. down after a gymnastic mounting
session. papers,
 Appreciate playing masking
melodies using the tapes/glue
descant recorder.
6 PERFOR Playing By the end of the lesson, In groups, pairs or Which Creative Arts Portfolio,
MANCE the the learner should be able individually learners are melody built Curriculum observation
AND Descant to: guided to: on the notes Design Grade schedule,
DISPLAY recorder BAGCD 5 exit tickets,
 Connects to digital Connects to digital analysis,
resources to search for are you
resources to search for Audio visual display and
information on how playing?
information on how notes equipment, critique
notes are played on are played on the descant display
the descant recorder. recorder. boards,
 Play a melody built on Play a melody built on display props,
the notes B A G C D the notes B A G C D on mounting
on the descant papers,
the descant recorder
recorder masking
tapes/glue
 Enjoy playing
melodies on the
descant recorder.
6 1 PERFOR Playing By the end of the lesson, Learners are guided in Which are Creative Arts Portfolio,
MANCE the the learner should be able pairs, in groups or the parts of a Curriculum observation
AND Descant to: individually to: descant Design Grade schedule,
DISPLAY recorder recorder? 5 exit tickets,
 Mention the parts of a Mention the parts of a analysis,
descant recorder descant recorder Audio visual display and
 Explain how to care Explain how to care for a equipment, critique
for a descant recorder descant recorder display
boards,
 Appreciate the descant display props
recorder
2 PERFOR Playing By the end of the lesson, Learners are guided in Which Creative Arts Portfolio,
MANCE the the learner should be able pairs, in groups or hygiene Curriculum observation
AND Descant to: individually to: measures Design Grade schedule,
DISPLAY recorder should you 5 exit tickets,
 Mention the parts of a Mention the parts of a observe? analysis,
descant recorder descant recorder Audio visual display and
 Explain how to Observe hygiene when equipment, critique
observe hygiene when playing the descant display
playing the descant recorder boards,
recorder display props,
Write down hygiene mounting
 Appreciate the descant measures to observe papers,
recorder
3 APPRECI Analysis By the end of the lesson, In groups, pairs or How does Creative Arts Portfolio,
ATION of the learner should be able individually learners are type of art Curriculum observation
IN Creative to: guided to: and material Design Grade schedule,
CREATIV Arts works describe the 5 exit tickets,
 Explain the concept of Explain the concept of analysis,
E ARTS appreciation in concept of
appreciation in creative Audio visual display and
creative arts. appreciation
arts. equipment, critique
in Creative
 Analyse works of art Analyse works of art Arts? display
displayed in the e- displayed in the e- boards,
galleries for galleries for inspiration display props,
inspiration and and mentorship based on mounting
mentorship based on (type of art and material) papers,
(type of art and masking
 material) tapes/glue
 Appreciate the
concept of
appreciation in
creative arts.
4 APPRECI Analysis By the end of the lesson, In groups, pairs or How does Creative Arts Portfolio,
ATION of the learner should be able individually learners are media, Curriculum observation
IN Creative to: guided to: meaning and Design Grade schedule,
CREATIV Arts works aesthetic 5 exit tickets,
 Explain the concept of Explain the concept of analysis,
E ARTS appreciation in describe the
appreciation in creative Audio visual display and
creative arts. concept of
arts. equipment, critique
appreciation
 Analyse works of art Analyse works of art in Creative display
displayed in the e- displayed in the e- boards,
Arts?
galleries for galleries for inspiration display props,
inspiration and and mentorship based on mounting
mentorship based on (media, meaning and papers,
(media, meaning and aesthetic) masking
aesthetic) tapes/glue

 Appreciate the
concept of
appreciation in
creative arts.
5 APPRECI Analysis By the end of the lesson, In groups, pairs or What is the Creative Arts Portfolio,
ATION of the learner should be able individually learners are importance Curriculum observation
IN Creative to: guided to: of type of art Design Grade schedule,
CREATIV Arts works and 5 exit tickets,
 Showcase artworks Showcase artwork in the analysis,
E ARTS (still life drawings, materials in
portfolio in appropriate Audio visual display and
painting, card) Creative
areas within the school, equipment, critique
(still life drawings, Arts?
 Observe artwork and display
critique considering; painting, card) boards,
type of art, materials, Observe artwork and talk display props,
media and aesthetic about own and others mounting
work considering; type of papers,
 Value appreciation of masking
Creative Arts works art, materials, media and
aesthetic tapes/glue
drawn from various
cultural backgrounds
6 APPRECI Analysis By the end of the lesson, In groups, pairs or What is the Creative Arts Portfolio,
ATION of the learner should be able individually learners are importance Curriculum observation
IN Creative to: guided to: of media and Design Grade schedule,
CREATIV Arts works aesthetic in 5 exit tickets,
 Showcase artworks (a Showcase artwork in the analysis,
E ARTS puppet, mosaic and Creative
portfolio in appropriate Audio visual display and
ornaments) Arts?
areas within the school, equipment, critique
 Observe artwork and (a puppet, mosaic and display
critique considering; ornaments) boards,
type of art, materials, Observe artwork and talk display props,
media and aesthetic about own and others mounting
work considering; type of papers,
 Value appreciation of masking
Creative Arts works art, materials, media and
aesthetic tapes/glue
drawn from various
cultural backgrounds
7 1 APPRECI Analysis By the end of the lesson, In groups, pairs or What is the Creative Arts Portfolio,
ATION of the learner should be able individually learners are importance Curriculum observation
IN Creative to: guided to: of body Design Grade schedule,
CREATIV Arts works movements 5 exit tickets,
 Discuss the Discuss the importance analysis,
E ARTS importance of analysis and
of analysis in Creative Audio visual display and
in Creative Arts formations in
Arts equipment, critique
Kenyan folk
 Describe a Kenyan Describe a Kenyan folk song display
folk song performance song performance using boards,
performance
using appropriate appropriate terminologies ? display props,
terminologies such as such as (Origin- mounting
(Origin-community, community, occasion, papers,
occasion, participants, songs, body masking
participants, songs, movements, formations) tapes/glue
body movements,
formations)
 Value appreciation of
Creative Arts works
 through analysis.
2 APPRECI Analysis By the end of the lesson, In groups, pairs or What is the Creative Arts Portfolio,
ATION of the learner should be able individually learners are importance Curriculum observation
IN Creative to: guided to: of ornaments Design Grade schedule,
CREATIV Arts works and props in 5 exit tickets,
 Discuss the Discuss the importance analysis,
E ARTS importance of analysis Kenyan folk
of analysis in Creative Audio visual display and
in Creative Arts song
Arts equipment, critique
performance
 Describe a Kenyan Describe a Kenyan folk ? display
folk song performance song performance using boards,
using appropriate appropriate terminologies display props,
terminologies such as such as (Instruments, mounting
(Instruments, costumes, body papers,
costumes, body adornment, ornaments masking
adornment, ornaments and props) tapes/glue
and props)
 Value appreciation of
Creative Arts works
through analysis.
3 APPRECI Analysis By the end of the lesson, In groups, pairs or What values Creative Arts Portfolio,
ATION of the learner should be able individually learners are does the East Curriculum observation
IN Creative to: guided to: African Design Grade schedule,
CREATIV Arts works Community 5 exit tickets,
 Sing the first stanza of Sing the first stanza of analysis,
E ARTS the East African Anthem?
the East African Audio visual display and
Community Anthem Community Anthem in equipment, critique
in English and English and Kiswahili display
Kiswahili boards,
Analyse the East African
 Analyse the East Community Anthem display props,
African Community based on message, values mounting
Anthem based on to foster patriotism. papers,
message, values to masking
foster patriotism. tapes/glue

 Appreciate the East

African Community
Anthem
4 APPRECI Analysis By the end of the lesson, In groups, pairs or What Creative Arts Portfolio,
ATION of the learner should be able individually learners are message does Curriculum observation
IN Creative to: guided to: the East Design Grade schedule,
CREATIV Arts works African 5 exit tickets,
 Sing the last two Sing the last two stanzas analysis,
E ARTS stanzas of the East Community
of the East African Audio visual display and
African Community Anthem?
Community Anthem in equipment, critique
Anthem in English English and Kiswahili display
and Kiswahili boards,
Analyse the East African
 Analyse the East Community Anthem display props,
African Community based on occasion and mounting
Anthem based on etiquette to foster papers,
occasion and patriotism. masking
etiquette to foster tapes/glue
patriotism.
 Appreciate the East
African Community
Anthem
5 APPRECI Analysis By the end of the lesson, In groups, pairs or How is Creative Arts Portfolio,
ATION of the learner should be able individually learners are teamwork Curriculum observation
IN Creative to: guided to: important in Design Grade schedule,
CREATIV Arts works games and 5 exit tickets,
 Explain how Explain how teamwork is analysis,
E ARTS teamwork is important sports event?
important in games and Audio visual display and
in games and sports sports event equipment, critique
event display
Participate in Football,
 Participate in Football, Athletics and Rounders boards,
Athletics and event as a class display props,
Rounders event as a mounting
class papers,
masking
 Appreciate the tapes/glue
performances with
focus on teamwork
6 APPRECI Analysis By the end of the lesson, In groups, pairs or How is Creative Arts Portfolio,
ATION of the learner should be able individually learners are safety for Curriculum observation
 IN Creative to: guided to: self and Design Grade schedule,
CREATIV Arts works others 5 exit tickets,
 Explain how safety for Explain how safety for analysis,
E ARTS important in
self and others is self and others is Audio visual display and
important in games games and
important in games and equipment, critique
and sports event sports event sports event?
display
 Participate in Participate in Gymnastics boards,
Gymnastics and and Swimming events as display props,
Swimming events as a a class mounting
class papers,
masking
 Appreciate the tapes/glue
performances with
focus on safety for self
and others
8-9 REVISION/END YEAR ASSESSMENT