2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons1 Strands in Term 1

Grade 4 Creative Arts Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 4 Creative Arts Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 4 Creative Arts Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 4 Creative Arts in Term 1.

Class / Grade: Grade 4
Learning Area: Creative Arts
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 4 Creative Arts Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Creating and Execution	Indigenous 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)
	2	Creating and Execution	Indigenous 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)
	3	Creating and Execution	Indigenous 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)
	4	Creating and Execution	Indigenous 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)
	5	Creating and Execution	Indigenous 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)
2	1	Creating and Execution	Indigenous 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)
	2	Creating and Execution	Indigenous 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)
	3	Creating and Execution	Indigenous 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)
	4	Creating and Execution	Indigenous 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)
	5	Creating and Execution	Indigenous 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)
3	1	Creating and Execution	Indigenous 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)
	2	Creating and Execution	Indigenous 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)
	3	Creating and Execution	Indigenous 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)
	4	Creating and Execution	Indigenous 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)
	5	Creating and Execution	Indigenous 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)

Curriculum Design & Content

Grade 4 Creative Arts Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 4 Creative Arts. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Creating and Execution

4 Sub-strands80 Lessons in Term 1

1.1 Indigenous Kenyan Percussion Instruments

20 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Netball

25 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Composing Rhythm

17 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 Composing Melody

18 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 4 Creative Arts Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 4 Creative Arts showing the term-by-term distribution of all 3 strands.

Term 1Current

Creating and Execution

Term 2View Term 2 →

Creating and Execution
Performance and Display

Term 3View Term 3 →

Performance and Display
Appreciation in Creative Arts

Other Grade 4 Schemes of Work for Term 1

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

Agriculture (Term 1)Science & Technology (Term 1)Social Studies (Term 1)Mathematics (Term 1)CRE (Term 1)IRE (Term 1)HRE (Term 1)French (Term 1)German (Term 1)Arabic (Term 1)Mandarin (Term 1)English (Term 1)Kiswahili (Term 1)Indigenous Language (Term 1)

Explore Schemes for Other CBC Grades

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Curriculum Compliance & Official Accreditation

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

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 4 Creative Arts Term 1

What strands and sub-strands are covered in Grade 4 Creative Arts Term 1?

In Term 1, Grade 4 Creative Arts covers the following main strands: Creating and Execution. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 4 Creative Arts in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 4 Creative Arts Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.