KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

LOWER PRIMARY SCHOOL

CREATIVE ARTS ACTIVITIES GRADE 3

CURRICULUM DESIGN
 First Published in 2017

Revised 2024

All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

Published and printed by Kenya Institute of Curriculum Development

 Table of Contents
LESSON ALLOCATION AT LOWER PRIMARY ........................................................................................................................................... ii
NATIONAL GOALS OF EDUCATION ........................................................................................................................................................... iii
LEVEL LEARNING OUTCOMES..................................................................................................................................................................... v
ESSENCE STATEMENT ................................................................................................................................................................................... v
SUBJECT GENERAL LEARNING OUTCOMES ............................................................................................................................................ vi
APPENDIX 1: LIST OF SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES, AND NON-FORMAL ACTIVITIES .. 36

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LESSON ALLOCATION AT LOWER PRIMARY
S/No Learning Area Number of Lessons
1. Indigenous Language Activities 2
2. Kiswahili Language Activities / Kenya Sign Language Activities 4
3. English Language Activities 5
4. Mathematical Activities 5
5. Religious Education Activities 3
6. Environmental Activities 4
7. Creative Activities 7
8. Pastoral/Religious Instruction Programme 1
Total 31

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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual
respect for harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.

a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national
development.

b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy.
This should translate into high standards of living for every individual.

c) Technological and Industrial Needs

Education should provide the learner with necessary competences for technological and industrial development in
tandem with changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of
one’s interests, talents and character for positive contribution to the society.

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4 Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards
developing a self-disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also
provide the learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value
own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner
to respect, appreciate and participate in the opportunities within the international community. Education should also
facilitate the learner to operate within the international community with full knowledge of the obligations,
responsibilities, rights and benefits that this membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should
promote environmental preservation and conservation, including animal welfare for sustainable development.

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LEVEL LEARNING OUTCOMES
By the end of the Primary Education, the learner should be able to:
a) Communicate appropriately using verbal and or non-verbal modes in a variety of contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life.
c) Demonstrate social skills, moral and religious values for positive contribution to society.
d) Develop one’s interests and talents for personal fulfilment.
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
g) Acquire digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich, diverse cultural heritage for harmonious living.

ESSENCE STATEMENT
The Creative Arts Activities learning area encompasses Music, Art and Craft and Physical Education. This learning area offers the
learner an opportunity to enjoy and purposefully experience, explore and experiment with different learning materials. The learner
is allowed to explore, create, perform and appreciate different forms of Creative Arts. This learning area is anchored in John
Dewey’s Social constructivism theory which posits that learning should be experiential, participatory and should arise from
learners’ interests. The Creative Arts Activities learning area provides means through which the learner explores their own and
others’ cultures, to discover and interpret the world around them. In line with the emerging trends in learning, current and emerging
technologies will be integrated in the learning process through inclusion of activities such as recording, creating, communicating,
enhancing concepts and re-interpreting ideas. Overall, the learner will be equipped with requisite foundational knowledge, skills,
attitudes and values to progress to the upper primary. The learner will also sharpen their potential to participate in social and
economic development within their communities and society as a whole.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Grade Three, the learner should be able to:-
a) appreciate own and others Artworks, Music and Physical Education Activities from the past and present within their social
context and cultures,
b) express feelings, ideas, emotions and experiences through Artworks, Music and Physical Education Activities for therapeutic
purposes,
c) develop self-confidence and sense of achievement through making and responding to Artworks, Music and Physical Education
Activities of self and others,
d) create Artworks, perform Music and Physical Education Activities to share their ideas, thoughts, feelings and experiences for
learning and enjoyment,
e) use appropriate language in responding to Artworks, Music and Physical Education Activities for communication and
collaboration,
f) obey rules and cooperate with others to accomplish individual responsibilities while paying adequate attention to own health
and safety.

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SUMMARY OF STRANDS AND SUB STRANDS

Strand Sub Strand

1.0 Creating and Exploration 1.1 Painting

1.2 Rhythm

1.3 Melody

2.0 Performing and Display 2.1 Pushing and Pulling

2.2 Rounds

2.3 Skipping

2.4 Dribbling

2.5 Playing Musical Instrument (String)

2.6 Forward Roll and V-balance

2.7 Water Safety

3.0 Appreciation 3.1 The Kenya National Anthem

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
1.0 1.1 Painting By the end of the sub Learner is guided to: 1. How are
CREATION (19 lessons) strand, the learner ● in groups, watch live or recorded stringed
AND should be able to: Kenyan instrumental instruments
EXPLORATION a) identify Kenyan performances and identify single played?
single string musical string instruments (fiddles, 2. How are
instruments for ground bows and mouth bows) coloured water
cultural ● in groups, discuss the various paints mixed?
appreciation,, local names of Kenyan single 3. Which materials
b) paint a picture of a string instruments, (fiddles, are used for
Kenyan single ground bows and mouth bows) improvising a
stringed musical ● in pairs, share resources and musical string
instrument, responsibilities and instrument?
c) improvise a single appropriately mix different
stringed musical colours of water paints
instrument, (consistency of the paint)
d) enjoy playing a ● Individually draw and paint a
single stringed Kenyan single stringed musical
musical instrument. instrument using dabbing
technique
● in groups, discuss simple
reusable materials for
improvising a single stringed

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 musical instrument (plastic
bottles, strings, sticks among
others)
● in groups, improvise a Kenyan
single stringed instrument using
assemblage technique (fiddle,
ground bow or mouth bow) and
observe safety and hygiene by
washing hands and cleaning the
working area,
● in groups perform songs using a
single stringed instrument while
walking.

Core Competencies to be developed:

Communication and collaboration: The learner searches for or watches live or recorded Kenyan instrumental performances to
identify single string instruments.
Creativity and imagination: The learner improvises a single stringed musical instrument using reusable locally available
materials.
Values:
Unity: The learner respects others’ opinions while discussing single stringed musical instruments.
Social justice: The learner shares resources and responsibilities equitably while mixing coloured water paints.
Integrity: The learner utilizes resources prudently while painting a single stringed musical instrument.

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Pertinent and Contemporary Issues:
Health promotion issues: The learner clears the working area and washes hands after improvising a single stringed musical
instrument.
Link to other subjects:
Environmental Activities: The learner observes safety and hygiene by washing hands and cleaning the working area after
improvising a Kenyan single stringed instrument using assemblage technique.

3
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
1.0 CREATING 1.2 Rhythm By the end of the sub Learner is guided to: How are rhythms
AND (19 lessons) strand the learner ● in groups, sing simple familiar created?
EXPLORATION should be able to: songs for familiarisation with
a) identify simple rhythmic patterns (short and long
rhythmic patterns in sounds),
simple melodies, ● in groups, listen to or watch live
b) recite simple or recorded performances of
songs and clap simple rhythmic
rhythmic patterns as
patterns (short and long sounds)
they maintain beat,
● in pairs, take turns to recite short
c) play simple and long sounds using French
rhythmic rhythm names
accompaniments to ● individually, play simple body
simple songs, percussion rhythmic
d) move in rhythm accompaniments to familiar songs
around basic shapes ( clapping, tapping, snapping,
drawn on the floor, stamping),
e) appreciate ● in groups, draw geometric basic
performing rhythms shapes on the ground and move in
for skill rhythm on the shapes drawn
development. (skipping, sliding, galloping) to
accompany a familiar song,

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 ● individually, recite rhythmic
chants as they, clap, tap snap,
stamp for enjoyment,
● in groups, sing game chants with
repetitive movements and actions
for rhythmic enforcement,
● in pairs, take turns to recite short
and long sounds using French
rhythm names,
● use digital devices to record the
performances for future use.
Core Competencies to be developed:
Creativity and imagination: The learner moves in rhythm around basic shapes drawn on the ground.
Self- efficacy: The learner confidently sings simple songs, makes repetitive movements to maintain beat.
Critical thinking and problem solving: The learner in groups, draws geometric basic shapes on the ground and moves in
rhythm on the shapes drawn to accompany a familiar song.
Values:
Responsibility: The learner takes care of the digital devices as they record the rhythmic chant performances for future use.
Respect: The learner gives chance to peers as they take turns to recite short and long sounds using French rhythm names.
Pertinent and Contemporary Issues:
Life skills: The learner applies skills acquired to safely and rhythmically move while skipping, sliding and galloping around
basic shapes drawn on the ground.
Social cohesion: The learner portrays team spirit as they work in pairs to recite short and long sounds using French rhythm
names.

5
Link to other subjects:
Mathematics: The learner applies knowledge and skill gained in Mathematics to count and maintain beats as they move in
rhythm on the shapes drawn to accompany a familiar song.

6
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
CREATING 1.3 Melody By the end of the sub Learner is guided to: Which variations
AND (19 lessons) strand the learner ● in groups, keenly listen to or are used in a song
EXPLORATION should be able to: watch live or recorded to make it more
a) identify melodic performances of simple songs and interesting?
variations in simple talk about melodic
tunes for skill variations,(change of rhythm,
acquisition, change of tempo, change of
volume intensity, change of text,
b) improvise simple
change of pitch),
melodic variations
● in groups, find out electronic
on familiar tunes as media different simple ways of
a foundation of varying melodies (change of
melodic rhythm, change of tempo, change
composition, of volume intensity, change of
c) apply performance text, change of pitch),
directions in simple ● In groups, sing simple familiar
tunes with variations tunes using various
for enjoyment, variations(change of rhythm,
d) appreciate creating change of tempo, change of
melodies using volume intensity, change of text,
different variation change of pitch),
● In groups, create melodic patterns
techniques.
from differently pitched objects

7
 such as voiced or tuned
percussions (bottles filled with
water to different levels or two-
tone wood blocks among others),
● In groups, perform the created
melodic patterns observing
performance directions: tempo
(slow and fast), dynamics: (loud
and soft),
● In groups, perform and record the
created melodies before an
audience for feedback.
Core Competencies to be developed:
Communication and collaboration: The learner keenly listens to or watches live or recorded performances of simple songs and
talks about melodic variations.
Creativity and imagination: The learner creates melodic patterns from differently pitched objects such as voiced and tuned
percussions.
Values:
Respect: The learner performs and records the improvised melodies before an audience for feedback.
Unity: The learner in groups researches from print and electronic media different simple ways of varying melodies.
Patriotism: The learner takes pride in singing familiar tunes from diverse Kenyan communities.
Pertinent and Contemporary Issues:
Safety and security: The learner observes their safety as they create melodic patterns from differently pitched objects such as
voiced or tuned percussion.

8
Social cohesion: The learner portrays team spirit as they find out from the electronic media different simple ways of varying
melodies.
Link to other subjects:
Environmental Activities: The learner applies knowledge and skills gained in Environmental Activities to create melodic
patterns from differently pitched objects such as voiced or tuned percussion.

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ASSESSMENT RUBRIC
LEVEL Exceeds Meets Expectation Approaches Expectation Below
Expectation Expectation
INDICATOR

Ability to identify, Comprehensively Identifies, Identifies, improvises, mixes Identifies,

improvise, mix colours and identifies, improvises, mixes colours and paints a picture improvises, mixes
paint a picture of a Kenyan creatively colours and paints a of a Kenyan single string colours and paints
single string musical improvises, mixes picture of a Kenyan musical instrument for a picture of a
instrument for cultural colours and neatly single string cultural appreciation with a Kenyan single
appreciation. paints a picture of a musical instrument few flaws. ( accuracy and string musical
Kenyan single for cultural neatness) instrument for
string musical appreciation. cultural
instrument for appreciation with
cultural many flaws.
appreciation. (accuracy and
neatness)
Ability to identify, recite Identifies, Identifies, recites, Identifies, recites, and plays Identifies, recites,
and play simple rhythmic artistically recites, and plays simple a few simple rhythmic and plays simple
patterns and move in and creatively rhythmic patterns patterns and moves in rhythmic patterns
rhythm around basic shapes plays simple and moves in rhythm around basic shapes and moves in
drawn on the floor for skill rhythmic patterns rhythm around drawn on the floor for skill rhythm around
development. and consistently basic shapes drawn development with a few basic shapes drawn
moves in rhythm on the floor for

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 around basic on the floor for flaws. (coordination, skill development
shapes drawn on skill development. maintaining beat and tempo)
with many flaws.
the floor for skill (coordination,
development. maintaining beat
and tempo)
Ability to identify and Identifies and Identifies and Identifies and improvises a Identifies and
improvise melodic artistically improvises melodic few melodic variations in improvises a few
variations in simple tunes, improvises melodic variations in simple simple tunes, and with a few melodic variations
and apply performance variations in simple tunes, and applies inaccuracies applies in simple tunes
directions for enjoyment. tunes, and performance performance directions for only with guidance,
creatively applies directions for enjoyment.(misinterpretation and applies
performance enjoyment. and, overlooking of some of performance
directions for the instructions) directions for
enjoyment. enjoyment with
many inaccuracies.
(misinterpretation
and, overlooking of
some of the
instructions)

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
PERFORMING 2.1 Pushing By the end of the sub- Learner is guided to: What items are
AND DISPLAY And Pulling strand the learner should ● in groups, download and watch used in pulling?
(19 lessons) be able to: virtual or recorded clips and
a) identify different discuss the different directions of
directions of pushing pushing and pulling,
and pulling for body ● individually, mention different
and space awareness directions identified from the
through practice, virtual or recorded clips watched,
b) plait three strand ● in groups, identify and collect
ropes to be used for reusable locally available
pulling, materials that can be used to make
c) perform pulling and three strand ropes,
pushing in different ● in groups, plait three strand ropes
directions for to be used for pulling using the
strength and locally available materials,
flexibility, ● in groups, sing simple action
d) sing action songs songs that can be sung while
while pulling and pulling and pushing,
pushing for practice, ● in pairs, perform pulling and
pushing in different directions as

12
 e) enjoy pushing and instructed while singing simple
pulling for strength action songs,
and flexibility. ● in pairs, performing pulling and
pushing while singing for peer
assessment and practice.
Core Competencies:
● Communication and collaboration: The learner discusses different directions of pushing and pulling, and demonstrates the
different pushing and pulling directions in groups.
● Creativity and Imagination: The learner makes a three strands rope
● Digital literacy: The learner uses a link provided to download recorded clips showing different directions of pushing and
pulling.
Values:
● Responsibility: The learner clears the working areas after making three strand ropes to be used for pulling and stores
them.
● Unity: The learner cooperates with others as they work in groups.
● Respect: The learner portrays positive regard for self and others as they work in groups.
Pertinent and Contemporary Issues:
Socio-economic and environmental issues: The learner individually observes safety while playing creative games involving
pushing and pulling.
Link to other subjects:
● Environmental Activities: The learner pulls and pushes in different levels, directions and pathways.
● Religious Activities: The learner applies values during group work.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry
Question(s)
2.0 2.2 Rounds By the end of the sub strand, the Learner is guided to: How are rounds
PERFORMING (20 lessons) learner should be able to: ● individually, download a sung?
AND DISPLAY a) identify a variety of rounds for variety of virtual or
skill development, recorded clips on simple
b) create simple paintings that rounds and talk about the
illustrate the round, round songs,
c) create simple props to be used ● in groups, identify locally
while singing round, available tools and
d) sing own part in a round on a materials that can be in
specific theme for skill painting simple
development, illustrations on rounds,
e) sing rounds with appropriate ● in groups, improvise paints
body movements for flexibility for painting and paint the
and coordination, simple illustrations on
f) appreciate singing rounds from rounds,
diverse cultures for enjoyment. ● in groups, identify and
collect simple locally
available materials that can
be used to make props to

14
 be used while singing
rounds,
● in groups, make simple
props using locally
available materials to be
used while singing rounds,
● individually, sing own part
in a round on a specific
theme for skill
development,
● in groups, sing rounds with
appropriate body
movements (swaying,
clapping, snapping,
walking, turning, jumping,
swinging or tapping),
● in groups, take turns to
sing the round as others
give feedback and record
future reference.
Core Competencies:
● Communication and collaboration: The learner talks about the round songs, and prepares paints for painting in groups, and
makes simple props using locally available materials.
● Digital literacy: The learner downloads a variety of virtual and recorded clips on simple round songs.

15
● Self- efficacy: The learner sings own part in round songs on a specific theme for skill development,

Values:
● Responsibility: The learner clears the working areas after improvising paints for painting illustration on round songs.
● Unity: The learner cooperates with others in groups while singing own part in round songs.
● Respect: The learner portrays positive regard for self and others as they work in groups.
Pertinent and Contemporary Issues:
● Personal hygiene: The learner observes safety and hygiene while improvising paints for painting simple illustrations and
making props
● Self-awareness and self-esteem: The learner sings round songs with appropriate body movements in groups.
● Social cohesion: The learner takes own part while singing round songs in groups.
Link to other subjects:
● Environmental Activities: The learner identifies and collects locally reusable materials for making paints and props.
● Religious Activities: The learner applies values during group work.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
2.0 2.3 Skipping By the end of the sub Learner is guided to: How is skipping in
PERFORMING (19 lessons) strand, the learner ● in groups skip and clearly talk patterns done?
AND DISPLAY should be able to: about the different directions of
a) identify different skipping for body awareness
ways of skipping in (forward, backward, right and
different directions left),
for space and body ● individually skip in different
awareness through levels and directions ( low
practice, ,medium, high, forward,
b) skip in different backward, to the right, to the
directions for skill left),
acquisition, ● in groups skip in different levels
c) make patterns while and directions(low, medium,
skipping in different high, forward, backward, to the
ways for creativity, right, to the left))
d) sing simple songs ● individually skip in different
when playing games pathways(line, curved, circular,
that involve skipping zigzag)

17
 in different ● in groups skip in different
directions for fitness, pathways,
e) appreciate skipping ● in groups, skip while making
in different patterns formation using lines
directions for and geometric shapes,
balance and strength. ● in groups sing action songs while
skipping, making line patterns
and basic geometric shapes,
● in groups observe rules and
safety while playing games
involving skipping,
● in groups sing action songs while
skipping in different ways for
enjoyment.
Core Competencies:
Creativity and imagination: The learner makes pattern formations using lines and basic geometric shapes.
Self- efficacy: The learner individually skips confidently in different ways.

Values:
Unity: The learner cooperates with group members while performing skipping.
Peace: The learner avoids hurting others by observing rules while playing games involving skipping.
Pertinent and Contemporary Issues:
Gender issues in education; The learner shows respect for gender equality while playing games.

18
Link to other subjects:
Religious activities: The learner applies values during skipping.

Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested key
Outcomes Inquiry
Question(s)
2.0 2.4 By the end of the sub Learner is guided to: How is dribbling a
PERFORMING Dribbling strand, the learner should ● in groups collect locally ball done in various
AND DISPLAY (19 lessons) be able to: available reusable materials directions?
a) identify different (carrier bags, papers, dry leaves,
dribbling directions for old cloth, old sock, polythene
space awareness bags),
through practice, ● in groups use locally available
b) improvise a ball using reusable materials to improvise
knotting technique for ● individually dribble an
use in dribbling, improvised ball in different
c) perform dribbling an directions (forward, backward,
improvised ball in to the right, to the left),
different directions for ● in groups dribble an improvised
skill acquisition ball in different directions
((forward, backward, to the
right, to the left)

19
 d) sing action song while ● in groups sing action songs while
dribbling a ball in dribbling the ball to different
different directions, directions,
e) enjoy playing games ● in groups observe rules and
that involve dribbling in safety while playing simple
different directions. games that involve dribbling in
different directions,
● in groups perform dribbling in
different directions and give self
and other group members
feedback
Core Competencies to be developed:
Critical thinking and problem solving: The learner individually uses locally available materials to improvise balls and use
them practice dribbling skill.
Communication and collaboration: The learner interacts with group members while improvising the ball and playing simple
games.
Values:
Love: The learner in groups share the collected locally available materials.
Respect: The learner appreciates peers' ideas during feedback on dribbling.
Pertinent and Contemporary Issues:
Socio economic and environmental conservation: The learner uses reusable locally available materials to improvise a ball.
Link to other subjects:
Environmental activities: The learner kicks the ball to different campus points.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
PERFORMING 2.5 Playing By the end of the sub Learner is guided to: How are string
AND DISPLAY Musical strand the learner ● in groups, listen to and watch instruments played?
Instrument should be able to: audio- visual recordings and
(String) a) identify various pictures of varied music
(19 lessons) string instruments instruments, ( fiddles, ground
for cultural bows and mouth bows)
expression, ● in pairs, identify and talk about
the string instruments from the
b) play an improvised
recordings and pictures,( fiddles,
string instrument for
ground bows and mouth bows)
skill acquisition, ● individually, imitate playing the
c) make different body string instruments,( fiddles,
movements while ground bows and mouth bows)
playing string ● individually, play the improvised
instrument, string instrument (apply the skills
d) enjoy singing games of striking, plucking, bowing and
while playing an strumming),
improvised wind ● in groups, sing and make different
instrument. body movements while playing
the improvised string instrument,

21
 ● individually, practice playing the
improvised string instrument for
fluency and enjoyment,
● in groups, use digital devices to
record and play string instruments
for enjoyment
Core Competencies to be developed:
● Communication and collaboration: The learner visually and aurally identities and talks about the string instruments from
the recordings and pictures.
● Creativity and imagination: The learner in groups, sings and makes different body movements while playing the
improvised string instrument.
● Self- efficacy: The learner confidently plays the improvised string instrument.
Values:
● Responsibility: The learner takes care of digital devices as they record and play string musical instruments for enjoyment.
● Unity: The learner cooperates with others as they work in pairs to identify and talk about the string instruments from the
recordings and pictures.
Pertinent and Contemporary Issues:
● Environmental conservation: The learner responsibly uses locally available materials to improvise string instruments
● Self-awareness and self-esteem: The learner draws and plays the string instrument for skill acquisition.
Link to other subjects:
● Environmental activities: The learner identifies string instruments from different Kenyan communities.
● Religious Activities: The learner applies values during playing the string instrument.

22
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested
Experiences Key
Inquiry
Question(s)
PERFORMING 2.6 Forward By the end of the sub-strand the Learner is guided to: Which
AND DISPLAY Roll and V- learner should be able to: ● in pairs, search, download body parts
balance a) identify different directions and watch video clips to are used in
(19 lessons) the body moves and faces identify body parts which an egg roll?
when performing forward roll assist in performing forward
and V-balance respectively roll and V-balance
through practice, ● in groups, perform forward
b) make markers for use during roll and clearly talk about
forward roll and V-balance different ways the body
performance using painting moves, (forward, backward,
technique, left, and right),
c) perform forward roll and V- ● in groups, perform “V”
balance in different directions balance and clearly talk
in the marked area for skill about different ways the
acquisition, body faces, (forward,
d) sing action songs while backward, left, and right),
performing forward roll and ● in groups, identify, collect
and share simple reusable

23
 V-balance to different materials within the
directions, environment to be used as
e) enjoy performing forward roll markers as they observe
and V- balance in different safety precautions, (coloured
directions. papers, pieces of clothes and
any other suitable material),
● in groups, improvise the
markers using the collected
reusable materials and paint
them,
● in groups, mark the field
using the improvised markers
and perform forward roll and
V-balance:
- forward roll ((forward, ,
left, and right),
- V-balance ((forward, , left,
and right),
● in groups, sing action songs
while performing forward
roll and V-balance,
● in groups, enjoy performing
forward roll and V-balance
for peer assessment.

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Core Competencies:
● Creativity and imagination: The learner identifies simple reusable materials, and improvises markers.
● Communication and Collaboration: The learner talks about different ways the body moves and faces when performing
forward roll and V-balance.
Values:
● Love: The learner shares simple reusable materials.
● Unity: The learner works in groups.
● Respect: The learner portrays positive regard for self and others as they work in groups.
Pertinent and Contemporary Issues:
● Personal Hygiene: The learner cleans the working and stores markers after performance.
● Environmental conservation: The learner collects reusable materials.
Link to other subjects:
● Environmental activities: The learner observes hygiene while collecting and sharing simple reusable materials.
● Religious Activities: The learner applies values while working in groups

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
2.0 2.7 Water By the end of the sub Learner is guided to: Why is it safe to
PERFORMING safety strand, the learner  individually speaks clearly and swim in a
AND DISPLAY (19 lessons) should be able to: audibly while identifying objects swimming pool?
a) identify variety of that can sink in water,
objects that can  in pairs walk around the learning
sink in water for environment collaboratively
classification, collecting reusable objects that
b) colour objects that
can sink in water as they observe
can sink in water
safety precautions (stones, pieces
for identification,
c) picks coloured of wood, glasses, bottles, metals,
submerged objects coins),
in shallow ends for  in groups cooperate and observe
water confidence, safety precautions with others as
d) enjoy picking they wash the collected reusable
submerged object objects that can sink in water,
in shallow ends.  in groups displays humility and
positive regards for self and
others as they creatively colour
objects that can sink in water,
 individually picks the coloured
submerged objects in water,

26
  in groups collaboratively and
creatively sing action songs
audibly and clearly while picking
submerged coloured objects in
shallow ends.
Core Competencies to be developed:
Communication and collaboration: The learner speaks clearly and audibly while identifying objects that can sink in water.
Creativity and imagination: The learner creatively colour objects that can sink in water.
Values:
Unity: The learner cooperates with others while washing and colouring the collected objects.
Respect: The learner displays humility and positive regard for self and others when colouring objects that can sink in water.
Pertinent and Contemporary Issues:
Life skills: The learner observes safety precautions when picking submerged objects in water.
Link to other subjects:
Mathematics Activities: The learner applies skills learnt in counting objects that can sink in water.

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ASSESSMENT RUBRIC
LEVEL Exceeds Meets Expectation Approaches Below Expectation
Expectation Expectation
INDICATOR

Ability to identify Identifies a variety of Identifies different Identifies some Identifies very few
different directions of different directions directions of pushing directions of pushing directions of pushing and
pushing and pulling, of pushing and and pulling, makes a and pulling, makes a pulling, makes a three
make three strand pulling, neatly makes three strand rope for three strand rope for strand rope for pulling
ropes for pulling using a three strand rope pulling using plaiting pulling using plaiting using plaiting technique,
plaiting technique, for pulling using technique, performs technique, performs performs pulling and
perform pulling and plaiting technique, pulling and pushing pulling and pushing in pushing in less than three
pushing in different performs pulling and in many different some directions, and directions, and sings action
directions, and sing pushing in all directions, and sings sings action songs songs while pulling and
action songs while directions, and action songs while while pulling and pushing with many
pulling and pushing. expressively sings pulling and pushing. pushing with a few challenges.
action songs while challenges.
pulling and pushing.

Ability to identify a Identifies a variety of Identifies a variety of Identifies a variety of Identifies a variety of
variety of rounds, rounds, neatly rounds, creates rounds, creates simple rounds, creates simple
create simple paintings, creates simple simple paintings and paintings and props, paintings and props, and
and props, sing own paintings and props, props, sings own part and sings own part in sings own part in rounds
part in rounds with expressively sings in rounds with rounds with with appropriate body
appropriate body own part in rounds appropriate body appropriate body movements.
movements. movements. movements.

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 with appropriate
body movements.
Ability to identify Identifies a variety of Identifies different Identifies some Identifies a few different
different directions of directions of ways of skipping, different ways of ways of skipping, skip in
skipping, skip in skipping, skip in all skip in different skipping, skip in some less than three different
different directions, directions, make directions, make different directions, directions, make patterns
make patterns while patterns while patterns while make patterns while while skipping in less than
skipping in different skipping in all skipping in many skipping in some three directions, and sing
directions, and sing directions, and directions, and sing different directions, simple songs while
simple songs while expressively sing simple songs while and sing simple songs skipping with many
skipping. simple songs while skipping. while skipping with challenges.
skipping. few challenges.
Ability to identify Identifies a variety of Identifies different Identifies some Identifies very few
different dribbling dribbling directions, dribbling directions, dribbling directions, dribbling directions,
directions, improvise a neatly improvises a improvises a ball improvises a ball improvises a ball using
ball using locally ball using a variety using locally using locally available locally available reusable
available reusable of locally available available reusable reusable materials but materials but not neatly,
materials, perform reusable materials, materials, performs not neatly, performs performs dribbling in less
dribbling in different performs dribbling in dribbling in many dribbling in some than three directions, and
directions, and sing all different directions, and sings directions, and sings sings action songs while
action songs while directions, and action songs while action songs while dribbling a ball with many
dribbling a ball. expressively sings dribbling a ball. dribbling a ball with challenges.
action songs while few challenges.
dribbling a ball.

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Ability to identify Identifies a variety of Identifies various Identifies some string Identifies very few string
various string string instruments, string instruments, instruments, draws instruments, draws and
instruments, draw and neatly draws and draws and colours a and colours a musical colours a musical string
colour a musical string colours a musical musical string string instrument but instrument but not neatly,
instrument, improvise a string instrument, instrument, not neatly, improvises improvises a string
string instrument, and improvises a string improvises a string a string instrument instrument and plays with
use different body instrument and plays instrument and plays and plays with little no finger coordination
movements while with accurate finger with accurate finger finger coordination while making different
playing string coordination while coordination while while making different body movements with
instrument. making a variety of making different body movements with many challenges.
body movements. body movements. few challenges.
Ability to identify Identifies a variety of Identifies different Identifies some Identifies very few
different directions the directions the body directions the body directions the body directions the body moves
body moves and faces moves and faces moves and faces moves and faces when and faces when performing
when performing when performing when performing performing forward forward roll and V-
forward roll and V- forward roll and V- forward roll and V- roll and V-balance, balance, improvises very
balance, make markers balance, improvises a balance, improvises improvises a few few markers, performs
using painting variety of markers, markers, performs markers, performs forward roll and V-balance
technique, perform performs forward forward roll and V- forward roll and V- in less than three
forward roll and V- roll and V-balance in balance in many balance in some directions, and sings action
balance in different all directions, and directions, and sing directions, and sings songs while performing
directions, and sing expressively sings action songs while action songs while forward roll and V-balance
action songs while action songs while performing forward performing forward with many challenges.
performing forward roll performing forward roll and V-balance roll and V-balance
and V-balance. roll and V-balance with few challenges.

30
Ability to identify, Identifies, creatively Identifies, colours Identifies, colours and Identifies, colours and
colour and pick variety colours and picks and picks variety of picks variety of picks variety of objects
of objects that can sink variety of objects objects that can sink objects that can sink in that can sink in shallow
in shallow ends for that can sink in in shallow ends for shallow ends for water ends for water confidence
water confidence and shallow ends for water confidence and confidence and and enjoyment with many
enjoyment. water confidence and enjoyment. enjoyment with a few flaws. ( neatness and
enjoyment. flaws.( neatness and coordination)
coordination)

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 Appreciation 3.1 The Kenya By the end of the sub Learner is guided to: 1) How is the
National strand the learner ● in groups, keenly listen to or Kenya National
Anthem should be able to: watch a live or recorded Anthem
(21 lessons) a) identify text of the performances of the Kenya performed?
Kenya National National Anthem and sing along, 2) Which
Anthem in Kiswahili, ● individually, listen to a recorded occasions is the
or a live performance of the national anthem
b) sing the first stanza
Kenya National Anthem and performed?
of the Kenya
write the text of the first stanza
National Anthem
(words of the first stanza in
observing the anthem Kiswahili),
etiquette, ● in groups, sing the first stanza of
c) create the Kenyan the Kenya National Anthem in
Flag using mosaic Kiswahili,
technique ● in groups talk about the special
d) appreciate occasions when the Kenya
performing the National Anthem is
Kenya National performed,(during national
Anthem for holidays, when raising/hoisting
patriotism. the Kenyan National flag, during
nation heads of states meeting)
● in groups, take turns to perform
the first stanza of Kenya National

32
 Anthem observing anthem
etiquette,( stand and face the flag
if there is one, stand at attention
among others)
● collect appropriate locally
available materials to make a
mosaic of the Kenyan National
flag,
● Create a mosaic of the Kenyan
National flag using appropriate
colours, (black, red green and
white)
● In groups, talk about the
occasions when the Kenyan
national flag is hoisted (during
national holidays, on school
parades, during nation heads of
states meeting among others)
● display the improvised flag for
peers feedback,
● role play raising the improvised
flag while performing the first
stanza of the Kenya national
anthem observing the etiquette,

33
 ● perform the first stanza of the
Kenya national anthem on special
occasions,
● record the performances for future
reference.

Core Competencies to be developed:

Communication and collaboration: The learner keenly listens to, and talks about the words of the Kenya National Anthem.
Creativity and imagination: The learner improvises the Kenya National flag using appropriate colours.
Citizenship: The learner takes pride in performing the Kenya National Anthem on special occasions.
Values:
Respect: The learner performs the first stanza of the Kenya national anthem observing the anthem etiquette.
Unity: The learner in groups, take turns to perform the first stanza of Kenya National Anthem.
Patriotism: The learner performs the first stanza of the Kenya National Anthem observing anthem etiquette.
Pertinent and Contemporary Issues
Life skills: The learner applies knowledge acquired in observing anthem etiquette in daily life.
Link to other subjects:
Kiswahili Language Activities: The learner sings the first stanza of the Kenyan National Anthem in Kiswahili.

34
ASSESSMENT RUBRIC
LEVEL Exceeds Meets Expectation Approaches Below Expectation
Expectation Expectation
INDICATOR

Ability to identify the Identifies the text of Identifies the text of Identifies the text of Identifies the text of the
text of the Kenya the Kenya National the Kenya National the Kenya National Kenya National Anthem in
National Anthem in Anthem in Kiswahili, Anthem in Kiswahili, Anthem in Kiswahili, Kiswahili, sings while
Kiswahili, sing while expressively sings sings while observing sings while observing observing the anthem
observing the anthem while consistently the anthem etiquette the anthem etiquette etiquette and improvises
etiquette and improvise observing the anthem and improvises the and improvises the the Kenyan Flag to show
the Kenyan Flag to etiquette and Kenyan Flag to show Kenyan Flag to show patriotism with many
show patriotism. creatively improvises patriotism. patriotism with a few inconsistencies.(pitch,
the Kenyan Flag to inconsistencies.(pitch, tempo, tone clarity,
show patriotism. tempo, tone clarity, mastery of text, neatness,
mastery of text, overlooking performance
neatness, overlooking etiquette)
some of the
performance etiquette)

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APPENDIX 1: LIST OF SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES, AND NON-FORMAL
ACTIVITIES

Strand Sub Strand Suggested Assessment Suggested Learning Non-Formal Activities

Methods Resources

Creating and 1.1 Painting  Oral tests  Digital devices  Field visits - visiting
Exploration  Aural test  Musical Cultural, Music
 Written tests instruments centres and
 Fieldwork reports  Pictures of birds, exhibition centres to
 Participatory animals and objects learn songs, dances,
assessment  Reference books musical instruments,
 Peer assessment  Audio /visual props and costumes
recordings of  Live Performances
musical sounds and Exhibitions-
 Relevant virtual Attend live
sites performances and
 Flash cards exhibitions for
appreciation
 Apprenticeship -
1.2 Rhythm  Oral tests  Flash cards connections with
 Written tests  Digital devices artists in the
community in order
 Practical tests  Musical
to learn performing
 Fieldwork reports instruments

36
  Peer Assessment  Pictures some of the artworks,
 Reference books making costumes,
 Audio /visual props and ornaments
recordings of music among others in all
 Relevant virtual disciplines of
sites Creative Arts
 Clay or plaster  Concerts –
 coloured pencils, Participating in and
crayons, or any attending music
other suitable concerts within the
materials to draw school and its
lines found in the environs.
environment  Project work – The
1.3 Melody  Oral test  Flash cards learners will be
 Aural tests  Audio/visual guided to consider
the various PCIs
 Written tests recordings of
provided in the
 Practical tests songs,
learning area and
 Peer assessment  Song book,
choose one suitable
 Digital devices
to their context and
 Musical reality.
instruments
 Creative Arts clubs
 Reference books -participating in
 Relevant virtual Sports, Music and
sites

37
Performing and 2.1 Pushing and  Oral tests  Open space Arts club activities
Display Pulling  Practical tests  Field makers within the school
 Fieldwork reports  Landing mats  Creative Arts
 Peer Assessment  Flash cards Competitions -
 Digital devices Music festivals,
 Musical Internal
instruments competitions, Arts
 Pictures Fair and Sports
competitions held in
 Reference books
and out of school
 Audio /visual
recordings of music  Participating
and pushing and during Cultural day
or week- learners
pulling skills
acquire skills,
 Relevant virtual
knowledge and
sites
attitude that enhance
 Relevant props and awareness of how
costumes Creative Arts address
 Resource persons social issues.
 School assembly
2.2 Rounds  Oral tests  Open space activities –
 Practical tests  Resource persons performing,
 Fieldwork reports  Audio /visual watching, or listening
 Peer Assessment recordings of to performances
rounds
 Flash cards

38
  Digital devices during school
 Musical assemblies.
instruments  School events:
performing during
 Relevant props and events such as
costumes parents, prize giving,
 Reference books and careers and
 Relevant virtual sports day, among
sites others.
 Scout/Girl guide
2.3 Skipping  Oral tests  Flash cards activities -
 Aural test  Digital devices participating in the
 Written tests  Musical school band by
playing musical
 Fieldwork reports instruments
instruments, singing,
 Participatory  Pictures
matching, and
assessment  Reference books
making costumes,
 Peer assessment  Audio /visual props and ornaments.
recordings of music
 Performing troupes
and skipping skills
or ensembles-
 Relevant virtual Learner forms small
sites groups for
 Relevant props and performance in all
costumes Creative Arts
 Open space disciplines.
 Resource persons

39
2.4 Dribbling  Field work reports  Open space
 Participatory  Field makers
assessment  Group makers
 Oral presentations  Resource persons
 Self-assessment  Visual recordings
of dribbling skills
 Improvised balls
 Reusable locally
available material
for making an
improvised ball
 Flash cards
 Digital devices
 Musical
instruments
 Pictures
 Reference books
 Relevant virtual
sites

2.5 Playing  Oral tests  Open space

Musical  Aural test  Reusable locally
Instrument  Written tests available material
(String)  Fieldwork reports for making
improvised fiddle,

40
  Participatory musical bows and
assessment mouth bows
 Peer assessment  Resource persons
 Visual recordings
of musical
instrument
 Flash cards
 Digital devices
 Musical
instruments (fiddle,
musical bows and
mouth bows)
 Pictures
 Reference books

2.6 Forward  Oral presentations ● Flash cards

Roll and V-  Peer assessment ● Digital devices
balance  Practical tests ● Musical
 Fieldwork reports instruments
 Participatory ● Pictures
assessment ● Reference books
● Audio /visual
recordings of music
● Relevant virtual
sites

41
 ● Reusable locally
available material
for making
improvised makers
2.7 Water  Oral presentations ● Swimming
Safety  Peer assessment facilities,
 Practical tests ● Stones,
 Fieldwork reports ● Pieces of wood,
 Participatory ● Glasses,
assessment ● Bottles,
● Metals, coins.
● Flash cards
● Digital devices
● Musical
instruments
● Pictures
● Reference books
● Audio /visual
recordings of music
● Relevant virtual
sites
3.0 Appreciation 3.1 The Kenya  Oral tests  Flash cards
National  Aural tests  Digital devices
Anthem  Written tests  Musical
 Peer assessment instruments
 Practical tests  Pictures

42
 Participatory  Reference books
assessment  Audio /visual
 Peer assessment recordings of the
 Fieldwork reports Kenya National
Anthem
 Relevant virtual
sites
 Relevant props and
costumes
 Resource persons
 Reusable locally
available material
for making
improvised Kenyan
national flag

43
CSL at Early Years Education (PP1&2 and Grade 1-3)
At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities
and the real life experiences. Learners begin to make connections between what they learn and the relevance to their daily
life. CSL is hosted in the Environmental Activities learning area. The class teacher is expected to identify and guide learners
to undertake age-appropriate whole-class integrated CSL activity within the school. The safety of the learners should also be
taken into account when selecting the CSL activity. The following steps for the integrated CSL activity should be staggered
across the school terms:

Steps in carrying out the integrated CSL activity

1) Preparation
● Determine the activity for the learners
● Map out the targeted core competencies, values and specific learning areas skills for
the CSL activity
● Identify resources required for the activity (locally available materials)
● Stagger the activities across the term (Set dates and time for the activities)
● Communicate to learners, parents/caregivers/guardians, school administration, teachers
and other relevant stakeholders in the school community
● Identify and develop assessment tools

44
 2) Implementation of CSL Activity
● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (Assess
learner’s work from the beginning to the end product)
● Assess the targeted core competencies, values and subject skills.

3) Reflection on the CSL Activity

Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by
discussing the following:
● what went well and why
● what did not go well and why,
● what can be done differently next time
● what they have learnt.

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL
activity will be derived from the broader categories of the PCIs and concepts from the various Learning Areas. The teachers
are expected to vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a
linkage between the skills from the learning areas and the themes.

45
 The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved
(learners, parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders
in the planning and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration
of the CSL activity, learners will be expected to participate actively in the whole process.

The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values.
The teacher is expected to vary the core competencies and values emphasised in the activity yearly.

Assessment of the CSL Activity

Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies developed and values nurtured. Assessment should focus on both the
process and end product of the CSL activity. The teacher will assess learners in groups using various tools such as an
observation schedule, checklist, rating scale or any other appropriate assessment tool.

46