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

Grade 5 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 5 Creative Arts Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 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 5 Creative Arts in Term 1.

Class / Grade: Grade 5
Learning Area: Creative Arts
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 5 Creative Arts Term 1 Scheme of Work Table

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

Scheme Font Size:

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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 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)

Curriculum Design & Content

Grade 5 Creative Arts Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 5 Creative Arts. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Creating Executing

4 Sub-strands48 Lessons in Term 1

1.1 Sub-strand 15

6 Suggested LessonsTerm 1

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?

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

1.2 Rhythm

15 Suggested LessonsTerm 1

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?

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

1.3 Painting and Mosaic

12 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

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

1.4 Melody

15 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills 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?

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

Grade 5 Creative Arts Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 5 Creative Arts showing the term-by-term distribution of all 8 strands.

Term 1Current

Creating Executing

Term 2View Term 2 →

Creating Executing
Creating and Executing
Performing and Displaying
Fabric

Term 3View Term 3 →

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

Other Grade 5 Schemes of Work for Term 1

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

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

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: Grade 5 Creative Arts Term 1

What strands and sub-strands are covered in Grade 5 Creative Arts Term 1?

In Term 1, Grade 5 Creative Arts covers the following main strands: Creating Executing. 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 5 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 5 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.