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2026 KICD CBC Curriculum Design3 Strands · 10 Sub-strands202 Suggested Lessons

Grade 4 Creative Arts Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 4 Creative Arts. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 4 Creative Arts Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 4 Creative Arts under the Kenya CBC curriculum framework.

Class / Level
Grade 4
Pre-Primary Education
Major Strands
3 Strands
10 Sub-strands
Annual Lessons
202 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 4 Creative Arts Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) classify indigenous Kenyan percussion instruments as melodic and non-melodic

1. How is a percussion instrument made?

- watch virtual or actual samples of percussion instruments to identify and classify them as melodic or non-melodic

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) classify indigenous Kenyan percussion instruments as melodic and non-melodic

1. How is a percussion instrument made?

- watch virtual or actual samples of percussion instruments to identify and classify them as melodic or non-melodic

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) classify indigenous Kenyan percussion instruments as melodic and non-melodic

1. How is a percussion instrument made?

- watch virtual or actual samples of percussion instruments to identify and classify them as melodic or non-melodic

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) classify indigenous Kenyan percussion instruments as melodic and non-melodic

1. How is a percussion instrument made?

- watch virtual or actual samples of percussion instruments to identify and classify them as melodic or non-melodic

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) classify indigenous Kenyan percussion instruments as melodic and non-melodic

1. How is a percussion instrument made?

- research and discuss the parts of a percussion instrument and their roles

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) make a percussion instrument using locally available materials

1. How is a percussion instrument made?

- research and discuss the parts of a percussion instrument and their roles

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) make a percussion instrument using locally available materials

1. How is a percussion instrument made?

- research and discuss the parts of a percussion instrument and their roles

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) make a percussion instrument using locally available materials

1. How is a percussion instrument made?

- research and discuss the parts of a percussion instrument and their roles

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) make a percussion instrument using locally available materials

1. How is a percussion instrument made?

- assemble tools and material from locality for making one percussion instrument (rattles, shakers, drums, gourds, marimba)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) make a percussion instrument using locally available materials

1. How is a percussion instrument made?

- assemble tools and material from locality for making one percussion instrument (rattles, shakers, drums, gourds, marimba)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) improvise charcoal sticks for drawing instruments

1. How is a percussion instrument made?

- assemble tools and material from locality for making one percussion instrument (rattles, shakers, drums, gourds, marimba)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) improvise charcoal sticks for drawing instruments

1. How is a percussion instrument made?

- assemble tools and material from locality for making one percussion instrument (rattles, shakers, drums, gourds, marimba)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) improvise charcoal sticks for drawing instruments

1. How is a percussion instrument made?

- make and tune the percussion instruments using appropriate technique observing safety

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) improvise charcoal sticks for drawing instruments

1. How is a percussion instrument made?

- make and tune the percussion instruments using appropriate technique observing safety

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Creating and ExecutionIndigenous Kenyan Percussion Instruments

By the end of the sub strand, the learner should be able to;

a) improvise charcoal sticks for drawing instruments

1. How is a percussion instrument made?

- make and tune the percussion instruments using appropriate technique observing safety

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 4 Creative Arts Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 4 Creative Arts. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

Creating and Execution

4 Sub-strands80 Lessons

1.1 Indigenous Kenyan Percussion Instruments

Term 120 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • classify indigenous Kenyan percussion instruments as melodic and non-melodic
  • make a percussion instrument using locally available materials
  • improvise charcoal sticks for drawing instruments
  • appreciate Kenyan percussion instruments
Key Inquiry Questions (KIQs)
  • How is a percussion instrument made?
Suggested Experiences
  • watch virtual or actual samples of percussion instruments to identify and classify them as melodic or non-melodic
  • research and discuss the parts of a percussion instrument and their roles
  • assemble tools and material from locality for making one percussion instrument (rattles, shakers, drums, gourds, marimba)
  • make and tune the percussion instruments using appropriate technique observing safety
  • collect materials and tools for making charcoal sticks to draw the made instrument
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 Netball

Term 125 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • describe the skills of passing, catching and shooting in Netball through demonstration
  • execute the chest pass, bounce pass and shoulder pass in netball
  • apply catching and shooting skills in mini-games
  • demonstrate teamwork and adherence to rules in netball
Key Inquiry Questions (KIQs)
  • Why are the skills of shooting, passing and catching important in the game of Netball?
Suggested Experiences
  • observe demonstration of chest pass, bounce pass, shoulder pass and two-handed catch in netball
  • practise passing and catching in pairs and small groups
  • practise shooting at the netball goal post from different distances and angles
  • participate in modified mini-netball games observing safety and sportsmanship
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 Composing Rhythm

Term 117 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • interpret rhythmic patterns involving crotchet and quavers using French rhythm names (taa, ta-te)
  • clap and tap short rhythmic patterns accurately
  • create short rhythmic patterns using percussion instruments
  • enjoy composing rhythms with peers
Key Inquiry Questions (KIQs)
  • How can a rhythm be created?
Suggested Experiences
  • chant and clap French rhythm names for crotchet (taa) and paired quavers (ta-te)
  • listen to rhythmic patterns and write down rhythm symbols
  • compose and perform 2-bar and 4-bar rhythmic patterns using body percussion and indigenous instruments
  • combine rhythmic patterns with movement and body percussion
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 Composing Melody

Term 1 Term 218 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify solfa syllables d, r, and m in a simple melody
  • sing simple melodies using solfa syllables d, r, m accurately in pitch
  • compose 2-bar melodies using solfa notes d, r, m
  • appreciate melodic compositions
Key Inquiry Questions (KIQs)
  • How can one create interesting melodies?
Suggested Experiences
  • listen to and sing solfa syllables d, r, m using Curwen hand signs
  • echo short melodic phrases sung or played by the teacher
  • improvise and compose short melodies using d, r, m to express different moods
  • record composed melodies using digital recording devices and share with peers
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2
Strand 2.0

Performance and Display

5 Sub-strands102 Lessons

2.1 Athletics

Term 222 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • explain the performance of sprint starts and sprinting techniques
  • perform the standing start and crouch start in sprint races
  • execute proper running technique during sprints (50m, 100m)
  • observe track safety rules during athletics
Key Inquiry Questions (KIQs)
  • Why is appropriate posture important in sprinting?
Suggested Experiences
  • observe video clips or live demonstrations of crouch start ('On your marks', 'Set', 'Go')
  • practise sprinting techniques focusing on arm action, high knee lift and straight forward stride
  • participate in sprint relays and shuttle runs with peers
  • practise track safety precautions during running activities
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 Gymnastics

Term 220 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • perform balances and rolls in gymnastics
  • execute the forward roll and egg roll safely
  • demonstrate static and dynamic balances (arabesque, shoulder balance)
  • appreciate flexibility and body coordination in gymnastics
Key Inquiry Questions (KIQs)
  • How does performance of rolls and balances enhance gymnastics?
Suggested Experiences
  • warm up adequately focusing on stretching and core stability
  • practise performing forward rolls on gymnastics mats with proper tucking of the head
  • practise balances individually and in pairs (headstand preparation, stork balance)
  • combine rolls and balances to create a smooth gymnastics sequence
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.3 Descant Recorder

Term 218 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify parts of a descant recorder in readiness for playing
  • hold the recorder and produce good tone using correct breath control
  • play notes B, A, and G on the descant recorder
  • play simple tunes using notes B, A, and G
Key Inquiry Questions (KIQs)
  • How can a good tone be produced on the descant recorder?
Suggested Experiences
  • identify parts of the descant recorder (head joint, body, foot joint) and maintain cleanliness
  • practise posture, embouchure, gentle blowing and fingering for notes B, A, and G
  • play simple exercises and tunes using notes B, A, and G individually and in unison
  • perform simple recorder tunes for class audiences
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.4 Swimming (OPTIONAL)

Term 2 Term 322 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • explain pool safety rules and water orientation skills
  • perform crouch dive and standing surface dives in water
  • execute basic front crawl and breaststroke arm/leg movements
  • appreciate swimming as an essential life skill
Key Inquiry Questions (KIQs)
  • Why is swimming an essential life skill?
Suggested Experiences
  • observe pool hygiene and water safety regulations
  • practise water entry, buoyancy, mushroom float and glides
  • practise kicking and arm stroke actions with kickboards
  • participate in water games and water confidence drills under qualified supervision
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.5 Songs

Term 320 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • sing different types of songs expressively to convey mood and message
  • perform folk songs with appropriate accompaniment and costumes
  • sing two-part rounds with balance and precision
  • appreciate diverse Kenyan musical heritage
Key Inquiry Questions (KIQs)
  • What contributes towards a good musical performance?
Suggested Experiences
  • sing patriotic songs, action songs and topical songs with proper diction and pitch
  • learn and perform a traditional folk song from the local community with authentic body movements
  • perform singing games and two-part rounds collaboratively
  • accompany songs using homemade percussion instruments
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3
Strand 3.0

Appreciation in Creative Arts

1 Sub-strand20 Lessons

3.1 Critique of an Artwork

Term 320 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • describe the concept of appreciation in Creative Arts
  • analyse artworks, musical performances and sports displays using simple criteria
  • give constructive feedback on peers' creative works
  • appreciate originality and creativity in art
Key Inquiry Questions (KIQs)
  • What is the importance of analysis and critique in Creative Arts?
Suggested Experiences
  • display completed visual artworks, puppets and instruments in an exhibition corner
  • observe and comment on elements such as line, shape, colour, balance and rhythm in artworks
  • critique music and dance performances focusing on pitch, rhythm, expression and synchronization
  • write short positive appreciation notes for classmates' presentations
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 4 Creative Arts Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 4 Creative Arts.

Term 1 Scheme13 Weeks
  • Creating and Execution
View Term 1
Term 2 Scheme14 Weeks
  • Creating and Execution
  • Performance and Display
View Term 2
Term 3 Scheme9 Weeks
  • Performance and Display
  • Appreciation in Creative Arts
View Term 3

Other Grade 4 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 4.

Agriculture HubScience & Technology HubSocial Studies HubMathematics HubCRE HubIRE HubHRE HubFrench HubGerman HubArabic HubMandarin HubEnglish HubKiswahili HubIndigenous Language Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 8 SchemesGrade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 4 Creative Arts?

The official KICD strands for Grade 4 Creative Arts are: Creating and Execution, Performance and Display, Appreciation in Creative Arts. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 4 Creative Arts?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 4 Creative Arts schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 4 Creative Arts?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.