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2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 4 Creative Arts Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 4 Creative Arts Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 4 Creative Arts Term 3 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 3.

Class / Grade
Grade 4
Pre-Primary Level
Learning Area
Creative Arts
Core CBC Activity
Term Duration
9 Weeks (45 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 5 · Exam: Wk 9
Ministry of Education 2026
Full Term Timetable

Grade 4 Creative Arts Term 3 Scheme of Work Table

Week-by-week lesson 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.

45 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Performance and DisplaySwimming (OPTIONAL)

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

a) execute basic front crawl and breaststroke arm/leg movements

1. Why is swimming an essential life skill?

- practise kicking and arm stroke actions with kickboards

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Performance and DisplaySwimming (OPTIONAL)

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

a) execute basic front crawl and breaststroke arm/leg movements

1. Why is swimming an essential life skill?

- practise kicking and arm stroke actions with kickboards

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Performance and DisplaySwimming (OPTIONAL)

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

a) execute basic front crawl and breaststroke arm/leg movements

1. Why is swimming an essential life skill?

- practise kicking and arm stroke actions with kickboards

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Performance and DisplaySwimming (OPTIONAL)

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

a) execute basic front crawl and breaststroke arm/leg movements

1. Why is swimming an essential life skill?

- practise kicking and arm stroke actions with kickboards

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Performance and DisplaySwimming (OPTIONAL)

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

a) execute basic front crawl and breaststroke arm/leg movements

1. Why is swimming an essential life skill?

- practise kicking and arm stroke actions with kickboards

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Performance and DisplaySwimming (OPTIONAL)

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

a) appreciate swimming as an essential life skill

1. Why is swimming an essential life skill?

- participate in water games and water confidence drills under qualified supervision

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Performance and DisplaySwimming (OPTIONAL)

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

a) appreciate swimming as an essential life skill

1. Why is swimming an essential life skill?

- participate in water games and water confidence drills under qualified supervision

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Performance and DisplaySongs

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

a) sing different types of songs expressively to convey mood and message

1. What contributes towards a good musical performance?

- sing patriotic songs, action songs and topical songs with proper diction and pitch

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Performance and DisplaySongs

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

a) sing different types of songs expressively to convey mood and message

1. What contributes towards a good musical performance?

- sing patriotic songs, action songs and topical songs with proper diction and pitch

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Performance and DisplaySongs

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

a) sing different types of songs expressively to convey mood and message

1. What contributes towards a good musical performance?

- sing patriotic songs, action songs and topical songs with proper diction and pitch

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Performance and DisplaySongs

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

a) sing different types of songs expressively to convey mood and message

1. What contributes towards a good musical performance?

- sing patriotic songs, action songs and topical songs with proper diction and pitch

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Performance and DisplaySongs

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

a) sing different types of songs expressively to convey mood and message

1. What contributes towards a good musical performance?

- sing patriotic songs, action songs and topical songs with proper diction and pitch

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Performance and DisplaySongs

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

a) perform folk songs with appropriate accompaniment and costumes

1. What contributes towards a good musical performance?

- learn and perform a traditional folk song from the local community with authentic body movements

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Performance and DisplaySongs

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

a) perform folk songs with appropriate accompaniment and costumes

1. What contributes towards a good musical performance?

- learn and perform a traditional folk song from the local community with authentic body movements

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Performance and DisplaySongs

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

a) perform folk songs with appropriate accompaniment and costumes

1. What contributes towards a good musical performance?

- learn and perform a traditional folk song from the local community with authentic body movements

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 4 Creative Arts Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 4 Creative Arts. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

Performance and Display

2 Sub-strands42 Lessons in Term 3

1.1 Swimming (OPTIONAL)

22 Suggested LessonsTerm 3
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.

1.2 Songs

20 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

Appreciation in Creative Arts

1 Sub-strand20 Lessons in Term 3

2.1 Critique of an Artwork

20 Suggested LessonsTerm 3
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?
Learning 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 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 2View Term 2 →
  • Creating and Execution
  • Performance and Display
Term 3Current
  • Performance and Display
  • Appreciation in Creative Arts

Other Grade 4 Schemes of Work for Term 3

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

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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:

Help & Answers

Frequently Asked Questions: Grade 4 Creative Arts Term 3

What strands and sub-strands are covered in Grade 4 Creative Arts Term 3?

In Term 3, Grade 4 Creative Arts covers the following main strands: Performance and Display, Appreciation in Creative Arts. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 4 Creative Arts in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.