2026 KICD CBC Curriculum Design8 Strands · 15 Sub-strands129 Suggested Lessons

Grade 5 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 5 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 5 Creative Arts Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 5 Creative Arts under the Kenya CBC curriculum framework.

Class / Level: Grade 5
Major Strands: 8 Strands
Annual Lessons: 129 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 Creative Arts Term 1 Scheme Table

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

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

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 Executing	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) identify b) indigenous c) wind mus i cal d) instruments	1. What is the importance of indigenous wind instruments in Kenyan co mmunities?	- view real/pictures/videos of indigenous wind instruments from Kenyan communities and identify them, name the parts Of a wind instrument and discuss how they contribute to sound production, source locally available materials and make a wind instrument while observing safety and clean the working area, tune the wind instrument made for functionality	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creating Executing	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) from Kenyan co b) mmunitles c) explain the d) role of the	1. What is the importance of indigenous wind instruments in Kenyan co mmunities?	- view real/pictures/videos of indigenous wind instruments from Kenyan communities and identify them, name the parts Of a wind instrument and discuss how they contribute to sound production, source locally available materials and make a wind instrument while observing safety and clean the working area, tune the wind instrument made for functionality	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creating Executing	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) parts of a b) wind c) instrument in d) sound	1. What is the importance of indigenous wind instruments in Kenyan co mmunities?	- view real/pictures/videos of indigenous wind instruments from Kenyan communities and identify them, name the parts Of a wind instrument and discuss how they contribute to sound production, source locally available materials and make a wind instrument while observing safety and clean the working area, tune the wind instrument made for functionality	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating Executing	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) production b) make a c) wind d) instrument	1. Why is it necessary to care for and maintain a wind instrument?	- brainstorm on the caring for a wind instrument and its take turns to practise care and maintenance of a wind instrument	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating Executing	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) using b) locally c) available d) materials	1. Why is it necessary to care for and maintain a wind instrument?	- brainstorm on the caring for a wind instrument and its take turns to practise care and maintenance of a wind instrument	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Creating Executing	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) care for an b) indigenous Kenyan c) musical d) wind i e) nstrument	1. Why is it necessary to care for and maintain a wind instrument?	- brainstorm on the caring for a wind instrument and its take turns to practise care and maintenance of a wind instrument	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creating Executing	Sub-strand 15	By the end of the sub strand, the learner should be able to; a) nstrument	1. Why is it necessary to care for and maintain a wind instrument?	- brainstorm on the caring for a wind instrument and its take turns to practise care and maintenance of a wind instrument	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creating Executing	Rhythm	By the end of the sub strand, the learner should be able to; a) interpret b) rhythmi c 'kitterns	1. How can rhythmic patterns be creat ed?	- listen to/sing simple songs involving minim, crotchet, pair of quavers and their rests and clap\tap their rhythmic patterns, relate the French rhythm names to music note symbols and their practise writing the note symbols	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating Executing	Rhythm	By the end of the sub strand, the learner should be able to; a) involving b) minim	1. How can rhythmic patterns be creat ed?	- listen to/sing simple songs involving minim, crotchet, pair of quavers and their rests and clap\tap their rhythmic patterns, relate the French rhythm names to music note symbols and their practise writing the note symbols	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating Executing	Rhythm	By the end of the sub strand, the learner should be able to; a) crotchet b) pair of	1. How can rhythmic patterns be creat ed?	- listen to/sing simple songs involving minim, crotchet, pair of quavers and their rests and clap\tap their rhythmic patterns, relate the French rhythm names to music note symbols and their practise writing the note symbols	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Creating Executing	Rhythm	By the end of the sub strand, the learner should be able to; a) quavers and b) their c) rests	1. How can rhythmic patterns be creat ed?	- listen to/sing simple songs involving minim, crotchet, pair of quavers and their rests and clap\tap their rhythmic patterns, relate the French rhythm names to music note symbols and their practise writing the note symbols	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creating Executing	Rhythm	By the end of the sub strand, the learner should be able to; a) create b) rhythms	1. How can rhythmic patterns be creat ed?	- listen to/sing simple songs involving minim, crotchet, pair of quavers and their rests and clap\tap their rhythmic patterns, relate the French rhythm names to music note symbols and their practise writing the note symbols	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creating Executing	Rhythm	By the end of the sub strand, the learner should be able to; a) using b) music	1. How can rhythmic patterns be creat ed?	- a minim, crotchet, a pair of quavers and their rests on monotone, apply composition techniques to create original rhythmic patterns and write them using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating Executing	Rhythm	By the end of the sub strand, the learner should be able to; a) note b) symbols and	1. How can rhythmic patterns be creat ed?	- a minim, crotchet, a pair of quavers and their rests on monotone, apply composition techniques to create original rhythmic patterns and write them using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating Executing	Rhythm	By the end of the sub strand, the learner should be able to; a) their b) rests c) make a	1. How can rhythmic patterns be creat ed?	- a minim, crotchet, a pair of quavers and their rests on monotone, apply composition techniques to create original rhythmic patterns and write them using	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 5 Creative Arts Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 5 Creative Arts. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Creating Executing

5 Sub-strands64 Lessons

1.1 Sub-strand 15

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify
indigenous
wind mus i cal
instruments
from Kenyan co
mmunitles
explain the
role of the
parts of a
wind
instrument in
sound
production
make a
wind
instrument
using
locally
available
materials
care for an
indigenous Kenyan
musical
wind i
nstrument

Key Inquiry Questions (KIQs)

What is the importance of indigenous wind instruments in Kenyan co mmunities?
Why is it necessary to care for and maintain a wind instrument?

Suggested Experiences

view real/pictures/videos of indigenous wind instruments from Kenyan communities and identify them, name the parts Of a wind instrument and discuss how they contribute to sound production, source locally available materials and make a wind instrument while observing safety and clean the working area, tune the wind instrument made for functionality
brainstorm on the caring for a wind instrument and its take turns to practise care and maintenance of a wind instrument

Teaching Resources

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

1.2 Rhythm

Term 115 Lessons

Specific Learning Outcomes (SLOs)

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

interpret
rhythmi c 'kitterns
involving
minim
crotchet
pair of
quavers and
their
rests
create
rhythms
using
music
note
symbols and
their
rests
make a
calligraphy pen for
writing
write in
calligraphy French
rhythm
names of a
rhythmic
pattern
aurally
identify
rhythm in two-beat
patterns
compose
simple
rhythms in two-beat
patterns

Key Inquiry Questions (KIQs)

How can rhythmic patterns be creat ed?
Why is calligraphy lettering used in writing?

Suggested Experiences

listen to/sing simple songs involving minim, crotchet, pair of quavers and their rests and clap\tap their rhythmic patterns, relate the French rhythm names to music note symbols and their practise writing the note symbols
a minim, crotchet, a pair of quavers and their rests on monotone, apply composition techniques to create original rhythmic patterns and write them using
French rhythm names and note symbols and their rests, make a calligraphy pen using locally available materials while taking care of the environment, practise writing letters of the alphabet (lower case) in calli h takin into account

Teaching Resources

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

1.3 Painting and Mosaic

Term 112 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Painting and Mosaic.

Key Inquiry Questions (KIQs)

(s) How do we use pictures in our daily lives?
a) b) c) d) e) identify primary and secondary colours on the colour wheel, paint a scenery composition using the wash technique, prepare materials for making a mosaic picture , create a mosaic picture to apply the characteristics, appreciate painting and mosaic as picture making techniques?

Suggested Experiences

paint a colour wheel with primary and secondary colours, demonstrate wash out technique of painting (flat and graded wash), paint a simple composition of a scenery using washout technique with focus on colour value, observe real/ virtual mosaic pictures to identify materials and characteristics, collect and prepare materials for making mosaic
recyclable coloured paper or banana fibres, suitable adhesives and supports, paint the support in one colour to contrast the pasted material, sketch on the support one form
a fruit.'bird\animal or any other, create a mosaic with emphasis On: mono media and spacing of the materials

Teaching Resources

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

1.4 Melody

Term 1 Term 215 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Melody.

Key Inquiry Questions (KIQs)

Why is it necessary to apply compositi on techniques in composing a melody?
a) b) c) d) e) sing the sol-fa syllables d r mfs for pitch discrimination , interpret the hand signs of the sol-fa syllables d r mfs compose short melodies based On the sol-fa syllables d make a decorated melody card for creativity, appreciate melodies created by self and?

Suggested Experiences

sing familiar songs based on the sol-fa syllables d r mfs Sing the sol-fa syllables in ascending and descending search for videos or watch live demonstrations of the Kodaly hand signs for d r m f s. and practise performing the hand signs, orally and aurally identify the pitches d r mfs displayed on cards or played on a melodic instrument, collaboratively play melody games such as question and answer phrases, completing a given phrase orally, listen to songs and discuss the composition techniques

Teaching Resources

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

1.5 Rounders

Term 216 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Rounders.

Key Inquiry Questions (KIQs)

How do fielding skills help players in a Rounders game?
a) b) c) d) e) identify the features of a rounders bat for familiarisation, identify materials and tools used in cawing, carve a bat for playing the Rounders game, execute batting and fielding skills in a Rounders game for skills acquisition, value the safety Of self and others when playing the game of Rounders?

Suggested Experiences

observe illustrations or actual samples of rounders bats to identify the features (knob, handle, grip, head, length and thickness)
watch videos'pictures on the carving technique for familiarisation, assemble materials and tools for carving a bat with a focus on woodcutting tools, collaboratively
use locally available wood to carve rounders' bats while observing safety
demonstrate batting skills
practise batting using the improvised practise fielding skills, play a Rounders game while Observing

Teaching Resources

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

Strand 2.0

Creating and Executing

1 Sub-strand6 Lessons

2.1 Sub-strand 17

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 17.

Key Inquiry Questions (KIQs)

Why is the Football popular?
What are of eas ti ng with papier mäché ?

Suggested Experiences

By the end of the Sub The learner is gu ided to : Strand, the learner should he able to a) b) c) d) execute the skills of kicking, stopping and dribbling in football
prepare papier måché for casting cones, cast marking cones using papier måché for a Football game, appreciate playing Football game on a field marked using cones for enjoyment. observe a virtual or live game to identify kicking, stopping and dribbling skills in Football
demonstrate in-step kick and outside Of the foot kicking in Football
demonstrate inside of the foot and step trap stopping in Football
demonstrate straight dribbling skill in Football _ practise kicking skills in Football
practise stopping skills in Football
practise dribbling skills in Football, videos on casting method in sculpture to familiarise with procedure
prepare papier maché following correct use a mould to cast papier mäché cones following correct procedure, paint the cones for marking the playing area, mark the playing area using the cones, play mini football games within the marked field while I skills learnt

Teaching Resources

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

Strand 3.0

Performing and Displaying

2 Sub-strands22 Lessons

3.1 Athletics

Term 216 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Athletics.

Key Inquiry Questions (KIQs)

(s) Why is observance of the visual and non visual baton change skill _ How are plaiting materials prepared?
do Wn_S Relays c) Plaiting d) e) improvise batons for relay racing make rovw-s using plaiting technique for relay racing, perform the skill of visual baton change in a relay race, execute nonvisual baton change in a relay race, appraise self and peers ' performance in a relay race?

Suggested Experiences

collect appropriate locally available materials for making batons (plastic, wood, bamboo, aluminium) and improvise a baton , explore actual and virtual samples of plaited basketry items, collect materials for plaiting a rope (sisal, leather, old fabric), prepare and decorate the material for ropes by cutting to size and dyeing" painting, plait a 3
strand rope for use as tape for ending races, demonstrate the skill Of baton change (upsweep), demonstrate the skills Of baton chan e down s

Teaching Resources

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

3.2 Sub-strand 43

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 43.

Key Inquiry Questions (KIQs)

(s) How do indigenous counting games enhance physical fitness?
a) b) c) d) identify types Of Indigenous counting games played in Kenya, perform different Indigenous counting games for skill acquisition, perform indigenous counting games to a musical rhythm, appreciate the role played by counting games for fitness and?

Suggested Experiences

The learner is guided tu watch a virtual or live demonstration of indigenous counting game and identify the skills
demonstrate different indigenous counting games while observing safety, collaboratively
practise different indigenous counting games while observing safety
practise different types of indigenous counting games while combining it with musical

Teaching Resources

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

Strand 4.0

Fabric

1 Sub-strand6 Lessons

4.1 Fabric

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify
techniques
used to
decorate a
fabric
decorate a
fabric
using the tie and dye
technique
decorate a
fabric
using appliqué for
expression
value tie and dye and appliqué techniques for
decorating a
fabric

Key Inquiry Questions (KIQs)

(s) Why is important?
What are sources Of natural dyes?

Suggested Experiences

explore virtual and actual sources to identify fabrics decorated using tie and dye (circle) and appliqué, source materials such as recyclable fabrics, tyin$titching\pasting materials and dye (natural/artificial), prepare the dye bathe (primary colour) using dyes, water and fasteners, explore tying the fabrics in varied ways using circle techniques, dye in one colour, untie and iron, decorate the fabric using appliqué technique with emphasis on
contrast of the surface and pasted fabrics (colour/patterns) using stitching or pmsting method
neaten the decorated fabrics by trimming and ironing
show and talk about own and Others decorated fabrics

Teaching Resources

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

Strand 5.0

Kenyan Folk Dance

1 Sub-strand6 Lessons

5.1 Kenyan Folk Dance

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

discuss the
background of a Kenyan
folk
dance
describe
components of a Kenyan
folk
dance
discuss the
roles of
folk
dance in the co
mmunity
make an
ornament
using
available
materials to
enhance
performance of a Kenyan
folk
dance
perform in a
folk
dance
from a Kenyan
indigenous
community
acknowledge the
role of
folk
dance in the

Key Inquiry Questions (KIQs)

(s) Why is it necessary to perform a folk dance?
How do the components of a folk dance contribute to its performan ce ?

Suggested Experiences

watch a Kenyan folk
dance perfor manee and discuss the background details, identify and describe the components ofa Kenyan folk dance, brainstorm on the social and economic roles of Kenyan folk dances in the community , use available materials to make omaments for use in performing a Kenyan folk dance us Ing one-way technique
(beadwork) explore making Ornaments considering
colour variation, size of

Teaching Resources

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

Strand 6.0

P Erforming Displaying

2 Sub-strands7 Lessons

6.1 Sub-strand 37

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify a glove puppet for familiarisation
make a glove puppet u s Ing recyclable materials
perform a puppet sh ow while singing topical songs for enjoyment

Key Inquiry Questions (KIQs)

I n quiry Question Why are features of a puppet ex aggerated?

Suggested Experiences

observe sample puppets in actual/virtual sources to identify a glove puppet for familiarisation, explore the environment responsibly to gather recyclable materials for making glove pup'kts, (found objects)
make a glove puppet using recyclable materials with emphasis on functionality and exaggeration, decorate the puppet to bring out features for aesthetics, present a puppet show incorporating topical songs with proper voice projection and clarity in pronunciation of words diction

Teaching Resources

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

6.2 Descant Recorder

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

play notes B A G DI on the descant recorder
play a melody built on the notes G A B C' D' on the descant recorder applying appropriate techniques
create a random repeat pattern based on the notes B A G DI using a stencil
enjoy playing melodies using the descant

Key Inquiry Questions (KIQs)

How is a good tone produced on the descant?

Suggested Experiences

observe the baroque fingering chart for note c I and DI and practise fingering the notes, responsibly search and watch a video/observe a demonstration on how to play notes Cland DI, play notes B A G DI on the descant recorder with appropriate techniques, play simple melodies based on the notes B A G DI on the descant recorder applying appropriate playing techniques, collaboratively create stencils of thenotes BAG Cl DI, print random revwat pattems On paper with the stencils using contrasting colours (dabbing/ spraying method) and mount the erns for dis Ia

Teaching Resources

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

Strand 7.0

Strand P Erforming

1 Sub-strand6 Lessons

7.1 Sub-strand 41

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 41.

Key Inquiry Questions (KIQs)

Why is hygiene and safety necessary in swimm ing?
and Displaying a) describe the Front crawl (Optional) technique in swimming, ( 15 lessons) b) perform the Front crawl technique for skill acquisition, Front crawl c) apply the front crawl technique in swimming for enjoyment, d) appreciates own and others' efforts in per forming the Front crawl technue?

Suggested Experiences

watch an actual or live performance of a Front crawl in swimming to talk about the skill
demonstrate the front crawl skill in swimming (glide, body position, arm action, leg action and breathing) while inside the water
practise Front crawl skill while ensuring smooth progression (leg, arm action, rhythm and tempo), swim using Front crawl in mini games while observing pool hygiene

Teaching Resources

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

Strand 8.0

Appreciation in Creative Arts Strand Appreciation in C Reative

2 Sub-strands12 Lessons

8.1 Sub-strand 46

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 46.

Key Inquiry Questions (KIQs)

Why is it important to showcase Creative Arts w orks?
a) b) c) d) e) showcase artworks in a school gallery for critique , discuss a Kenyan folk dance using appropriate terminologies, discuss the East African?

Suggested Experiences

prepare display areas within the school with peers using available re sources, display artworks kept in the portfolio on the display areas within the school, (drawings, painting, card, a puppet, decorated fabric, mosaic and omaments) , take a gallery walk and talk about own and others work considering
thw of art, materials, media and aesthetic), listen to selected folk dances from Kenyan communities and critically analyse the components, listen to a recording'watch a rmance of the East African Community Anthem (in unison) with peers and talk about it focussin on

Teaching Resources

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

8.2 Sub-strand 50

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

area 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 2) Implementation of CSL Activity Assigning roles to learners. Ensure every learner actively participates in the activity 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

Teaching Resources

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

Grade 5 Creative Arts Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 5 Creative Arts.

Term 1 Scheme13 Weeks

Creating Executing

View Term 1

Term 2 Scheme14 Weeks

Creating Executing
Creating and Executing
Performing and Displaying
Fabric

View Term 2

Term 3 Scheme9 Weeks

Fabric
Kenyan Folk Dance
P Erforming Displaying
Strand P Erforming
Appreciation in Creative Arts Strand Appreciation in C Reative

View Term 3

Other Grade 5 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 5.

Agriculture Hub Science & Technology Hub Social Studies Hub Mathematics Hub CRE Hub IRE Hub HRE Hub French Hub German Hub Arabic Hub Mandarin Hub English Hub Kiswahili Hub Indigenous 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 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 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:

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

What are the main strands in Grade 5 Creative Arts?

The official KICD strands for Grade 5 Creative Arts are: Creating Executing, Creating and Executing, Performing and Displaying, Fabric, Kenyan Folk Dance, P Erforming Displaying, Strand P Erforming, Appreciation in Creative Arts Strand Appreciation in C Reative. 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 5 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 5 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 5 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.