2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 4 Creative Arts Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 4 Creative Arts Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 4 Creative Arts Term 2 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 2.

Class / Grade: Grade 4
Learning Area: Creative Arts
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 4 Creative Arts Term 2 Scheme of Work Table

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

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70 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	Composing Melody	By the end of the sub strand, the learner should be able to; a) compose 2-bar melodies using solfa notes d, r, m	1. How can one create interesting melodies?	- improvise and compose short melodies using d, r, m to express different moods	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creating and Execution	Composing Melody	By the end of the sub strand, the learner should be able to; a) compose 2-bar melodies using solfa notes d, r, m	1. How can one create interesting melodies?	- improvise and compose short melodies using d, r, m to express different moods	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creating and Execution	Composing Melody	By the end of the sub strand, the learner should be able to; a) compose 2-bar melodies using solfa notes d, r, m	1. How can one create interesting melodies?	- improvise and compose short melodies using d, r, m to express different moods	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating and Execution	Composing Melody	By the end of the sub strand, the learner should be able to; a) appreciate melodic compositions	1. How can one create interesting melodies?	- record composed melodies using digital recording devices and share with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating and Execution	Composing Melody	By the end of the sub strand, the learner should be able to; a) appreciate melodic compositions	1. How can one create interesting melodies?	- record composed melodies using digital recording devices and share with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Performance and Display	Athletics	By the end of the sub strand, the learner should be able to; a) explain the performance of sprint starts and sprinting techniques	1. Why is appropriate posture important in sprinting?	- observe video clips or live demonstrations of crouch start ('On your marks', 'Set', 'Go')	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Performance and Display	Athletics	By the end of the sub strand, the learner should be able to; a) explain the performance of sprint starts and sprinting techniques	1. Why is appropriate posture important in sprinting?	- observe video clips or live demonstrations of crouch start ('On your marks', 'Set', 'Go')	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Performance and Display	Athletics	By the end of the sub strand, the learner should be able to; a) explain the performance of sprint starts and sprinting techniques	1. Why is appropriate posture important in sprinting?	- observe video clips or live demonstrations of crouch start ('On your marks', 'Set', 'Go')	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Performance and Display	Athletics	By the end of the sub strand, the learner should be able to; a) explain the performance of sprint starts and sprinting techniques	1. Why is appropriate posture important in sprinting?	- observe video clips or live demonstrations of crouch start ('On your marks', 'Set', 'Go')	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Performance and Display	Athletics	By the end of the sub strand, the learner should be able to; a) explain the performance of sprint starts and sprinting techniques	1. Why is appropriate posture important in sprinting?	- observe video clips or live demonstrations of crouch start ('On your marks', 'Set', 'Go')	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Performance and Display	Athletics	By the end of the sub strand, the learner should be able to; a) explain the performance of sprint starts and sprinting techniques	1. Why is appropriate posture important in sprinting?	- observe video clips or live demonstrations of crouch start ('On your marks', 'Set', 'Go')	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Performance and Display	Athletics	By the end of the sub strand, the learner should be able to; a) perform the standing start and crouch start in sprint races	1. Why is appropriate posture important in sprinting?	- practise sprinting techniques focusing on arm action, high knee lift and straight forward stride	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Performance and Display	Athletics	By the end of the sub strand, the learner should be able to; a) perform the standing start and crouch start in sprint races	1. Why is appropriate posture important in sprinting?	- practise sprinting techniques focusing on arm action, high knee lift and straight forward stride	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Performance and Display	Athletics	By the end of the sub strand, the learner should be able to; a) perform the standing start and crouch start in sprint races	1. Why is appropriate posture important in sprinting?	- practise sprinting techniques focusing on arm action, high knee lift and straight forward stride	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Performance and Display	Athletics	By the end of the sub strand, the learner should be able to; a) perform the standing start and crouch start in sprint races	1. Why is appropriate posture important in sprinting?	- practise sprinting techniques focusing on arm action, high knee lift and straight forward stride	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 4 Creative Arts Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 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

1 Sub-strand18 Lessons in Term 2

1.1 Composing Melody

18 Suggested LessonsTerm 2

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.

Strand 2.0

Performance and Display

4 Sub-strands82 Lessons in Term 2

2.1 Athletics

22 Suggested LessonsTerm 2

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?

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

2.2 Gymnastics

20 Suggested LessonsTerm 2

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?

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

2.3 Descant Recorder

18 Suggested LessonsTerm 2

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?

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

2.4 Swimming (OPTIONAL)

22 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Creating and Execution

Term 2Current

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 2

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

Agriculture (Term 2)Science & Technology (Term 2)Social Studies (Term 2)Mathematics (Term 2)CRE (Term 2)IRE (Term 2)HRE (Term 2)French (Term 2)German (Term 2)Arabic (Term 2)Mandarin (Term 2)English (Term 2)Kiswahili (Term 2)Indigenous Language (Term 2)

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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 2

What strands and sub-strands are covered in Grade 4 Creative Arts Term 2?

In Term 2, Grade 4 Creative Arts covers the following main strands: Creating and Execution, Performance and Display. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 4 Creative Arts in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.