2026 KICD CBC Curriculum Design9 Strands · 15 Sub-strands173 Suggested Lessons

Grade 6 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 6 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 6 Creative Arts Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 6 Creative Arts under the Kenya CBC curriculum framework.

Class / Level: Grade 6
Major Strands: 9 Strands
Annual Lessons: 173 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 6 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 and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating and Performing	String Musical Instruments and Drawing	-	1. Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?	- observe videos/pictures Or real indigenous Kenyan string instruments and name the	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating and Performing	Painting and Collage	-	1. Why is mounting o f pictures a) b) c) d) e) classify colour categories on the colour wheel for familiarity, paint a still life composition using brush stroke technique, mount the painting using mat technique for display, create a collage composition to apply the characteristics, appreciate painting and collage techniques?	- The leamer is guided to: mix and paint a colour wheel to represent primary, secondary and tertiary colours, mix and paint a surface to create tonal gradation by	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 6 Creative Arts Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 6 Creative Arts. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Creating and Performing

5 Sub-strands69 Lessons

1.1 String Musical Instruments and Drawing

Term 115 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 String Musical Instruments and Drawing.

Key Inquiry Questions (KIQs)

Why are indigenous Stnng mus i cal a) b) c) identify string instruments from different indigenous communities in Kenya, describe the functions of the parts of a string instrument, make a fiddle using recyclable materials, identify pictures drawn using stippling technique, draw a picture of a musical instrument using stippling technique, instrument, identify the?

Suggested Experiences

observe videos/pictures Or real indigenous Kenyan string instruments and name the

Teaching Resources

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

1.2 Painting and Collage

Term 115 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 Collage.

Key Inquiry Questions (KIQs)

Why is mounting o f pictures a) b) c) d) e) classify colour categories on the colour wheel for familiarity, paint a still life composition using brush stroke technique, mount the painting using mat technique for display, create a collage composition to apply the characteristics, appreciate painting and collage techniques?

Suggested Experiences

The leamer is guided to: mix and paint a colour wheel to represent primary, secondary and tertiary colours, mix and paint a surface to create tonal gradation by
thinning same tone.'adding dark tone, illustrate painting to create varied texture focusing on
brush position/angle, brush load and brush strokes, paint any two objects overlapping inspired by football game, (tone and texture, source for mounting materials and tools (papers, glue, cutting tools), prepare the picture and mat surface by, measuring and cutting, attach the picture On the mat surface centred ition

Teaching Resources

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

1.3 Creating I .3 and Executing Volleyball

Term 115 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 Creating I .3 and Executing Volleyball.

Key Inquiry Questions (KIQs)

(s) How can service skills in Volleyball be used to wm a game?
a) b) c) d) identify the serving and the digging skills in Volleyball, perform under-arm service for skill acquisition, execute single hand dig pass in volleyball for skill acquisition, appreciate playing Volleyball game for enjoyment?

Suggested Experiences

watch a real or virtual Volleyball game responsibly to identify sewing and digging skills
demonstrate the under-arm service
practise the under-arm In volleyball game
demonstrate the single hand dig pass in volleyball
practise the single hand dig pass in a game situation, play a Volleyball game while applying the skills learnt and observing safety, share own and others performance in Volleyball game while giving each other feedback

Teaching Resources

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

1.4 Rhythm and Pattern Making

Term 1 Term 218 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 Rhythm and Pattern Making.

Key Inquiry Questions (KIQs)

Why create rhythm in different beat patterns ?
a) b) Ver, m semibreve a nd c) French m names: taa, ra- 'e, raa-aa, raaNote symbols and 'heir rests d) e) interpret rhythmic patterns in music, compose a rhythm using a combination of musical notes and their improvise a rhythm in threebeat pattern on a percussion instrument, prepare a block with a geometrical motif for printing a pattern, print a full repeat pattern using a block for rhythm acquisition?

Suggested Experiences

listen to 'sing familiar songs and identify words with the French m names raa, ta
re, taa-aa, tap/ clap\stamp and recite rhythmic patterns using French rhythm relate the French rhythm names to the music note symbols for the crotchet, pair of quavers, minim, dotted minim, semibreve and their rests, apply composition techniques to compose original rhythmic patterns using French rhythm names or note symbols, and their rests, use digital resources to further their skills of creating rhythms, listen to songs and identify songs in three
beat atterns

Teaching Resources

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

1.5 Creating IS and Executing Weaving

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 Creating IS and Executing Weaving.

Key Inquiry Questions (KIQs)

(s) Why is recycling beneficial to the e nvironment?
a) b) c) d) identify a plain weave for fami liarity, prepare materials and tools for weaving, weave a mat using plain weave on a serrated card loom, appreciate our own and peers ' woven items used for gymnas tics per formance?

Suggested Experiences

research in virtual and actual sources to identify a plain collect and prepare recyclable materials for weaving such as yams, fibres among others) make a serrated card loom on a stiff material and a shuttle, weave a mat/scarf using a serrated card loom with emphasis on colour variation, finish the mat'scarf by cutting and tying the tassels, display and positively critique each other's woven items for reflective feedback

Teaching Resources

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

Strand 2.0

Creating and Performing

1 Sub-strand6 Lessons

2.1 Sub-strand 27

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 27.

Key Inquiry Questions (KIQs)

Why are sequences performed in Gymnasti c s ?

Suggested Experiences

watch a video or live performance of a cartwheel in gymnastics and talk about how it is done
demonstrate the cartwheel skill in gymnastics practise the cartwheel skill
demonstrate sequencing of cartwheel, forward roll, and swan balance
practise a 3-action sequence of cartwheel, forward roll, a swan balance while observing safety
observe peers ' gymnastic performance and give feedback

Teaching Resources

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

Strand 3.0

Creating and Performing

1 Sub-strand12 Lessons

3.1 Melody

Term 212 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)

(s) How can melodies be made interesting dunng composition?
Executing syllables; doh to dom Compositio n narro w (thirds), stepwise motion, repetition, variation a appropriate ending, a) b) c) d) e) sing the sol-fa syllables doh to dohl ascending and descending, perform the sol-fa ladder using Kodaly hand signs, aurally recognise sol-fa sounds doh to dolli in familiar melodies, compose short melodies within the range of doh to doll I write the sol-fa syllables using calligraphy lettering, appreciate melodies created by self and others?

Suggested Experiences

sing sol-fa syllable doh to dohl ascending and descending with accuracy in pitch, Imitate sol-fa pitches sung or played on a melodic instrument for pitch discrimination, listen to and sing familiar songs within the d-dl range using sol-fa syllables
practise singing and performing the sol-fa ladder using Kodaly hand signs, apply composition techniques to compose original melodies based on sol-fa syllables d r mfs / dl use calligraphy lettering to add sol-fa syllables to created rhythms to form a melody, record or present the created melodies to peers for review and ement

Teaching Resources

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

Strand 4.0

Displaying and Performing

1 Sub-strand15 Lessons

4.1 Athletics

Term 215 Lessons

Specific Learning Outcomes (SLOs)

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

describe Long jump and High jump techniques in athletics
perform the sail technique in Long jump for skills acquisition
perform the scissors technique in High jump for skills acquisition
appreciate Long jump and High jump techniques in athletics for enjoyment

Key Inquiry Questions (KIQs)

In watch a virtual or live performance of a Long jump and High jump, and keenly observe sail technique in long jump and scissors technique in high?
J ump, demonstrate the sail technique in Long jump while observing safety, practise the sail technique in Long jump while observing safety, demonstrate the scissors technique in High jump, while observing safety practise the scissors technique in High jump while observing safety, observe each other's perfo Long jump and High jump and give feedback, ui Question s How is the jumping skill useful in athletics?
Why is it important to maintain a pace in athletics?

Teaching Resources

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

Strand 5.0

Displaying and Performing

2 Sub-strands26 Lessons

5.1 Descant Recorder

Term 214 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 Descant Recorder.

Key Inquiry Questions (KIQs)

How can a good tone be produced on a descant a) b) c) d) play notes C to DI on the descant recorder with appropriate playing techniques, play a melody within the range of C to Dion the descant recorder, play the main melody of the Kenya National Anthem on the descant recorder, show interest in playing the descant recorder?

Suggested Experiences

observe and interpret the Baroque fingering chart of the notes C D E FGABClandD1 individually and in groups practise playing the notes C D E F G A B DI ascending and descending on the descant recorder with appropriate playing techniques
practise playing melodies based on notes CD EFGABCI andDlon the descant recorder applying playing techniques and hygiene measures, present melodies before peers for critique and improvement, search
watch videos and practise playing melodies on the descant listen to and play the mam me of the Kenya National Anthem

Teaching Resources

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

5.2 Indigenous Kenyan Instrumental Ensembles

Term 212 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 Indigenous Kenyan Instrumental Ensembles.

Key Inquiry Questions (KIQs)

How can one play an instrument as part of an instrumental ensemble?
a) b) c) d) identify the categories of indigenous Kenyan instrumental ensembles, describe factors to consider when playing in an instrumental ensemble, play a selected instrument in an ensemble using appropriate techniques, appreciate the role of Kenyan indigenous musical instruments in perfo rmance_?

Suggested Experiences

observe actual/ virtual samples of performance of Kenyan indigenous instrumental ensembles and classify them, collaboratively identify the instruments that form part of the categories of the instrumental ensembles
brainstorm on factors to consider for successful playing in an indigenous Kenyan instrumental ensemble, select an instrument to perform in a Kenyan Indigenous Instrumental ensemble, tune the selected instrument using appropriate technique, handle with care while practising and playing a selected instrument in a Kenyan indigenous Instrumental ensemble

Teaching Resources

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

Strand 6.0

Displaying and Performing

1 Sub-strand12 Lessons

6.1 Indigenous Kenyan CraftPottery

Term 2 Term 312 Lessons

Specific Learning Outcomes (SLOs)

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

identify pottery items made using slab technique
model a vase us Ing slab technique for express' on
decorate a modelled item for aesthetic enh ancement
appreciate pottery as an indigenous Kenyan craft

Key Inquiry Questions (KIQs)

Qu s Why are clay items dried under the shade?

Suggested Experiences

observe actual/ virtual samples of indigenous Kenyan pottery items and identify items made using slab technique, responsibly source clay from the environment (anthills, riverbanks among others), collaboratively, prepare the clay by kneading and wedging, roll clay into slabs of equal uniform thickness, cut slabs of clay (rectangular and circular) and join to form a finish the vase by burnishing and stamping, leave to dry under shade
display and talk about own and others modelled item _

Teaching Resources

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

Strand 7.0

Swimming

1 Sub-strand6 Lessons

7.1 Swimming

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

describe the body position in breaststroke
perform breaststroke in swimming for skill acquisition
acknowledge performing breast stroke skill in swimming

Key Inquiry Questions (KIQs)

(s) Why are swimming skills considered as survival skills?
and Displaying (Optional) (15 lessons)?

Suggested Experiences

watch a virtual or actual performance to observe breaststroke in swimming
demonstrate breaststroke skill
practise breaststroke skills while observing safety , apply the skill of breaststroke in swimnung observe each other swim using breaststroke and give feedback

Teaching Resources

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

Strand 8.0

Displaying and Performing

1 Sub-strand6 Lessons

8.1 Sub-strand 42

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

identify types of indigenous floor games played in Kenya
perform different indigenous floor games for skill acquisition
execute indigenous floor games to a musical rhythm for enjoyment
appreciate the role played by indigenous floor games for fitness

Key Inquiry Questions (KIQs)

How do floor games enhance physical fitness?
Why are floor games considered as indigenous ?

Suggested Experiences

watch a virtual or live demonstration of indigenous floor game and identify the skills observed
demonstrate indigenous floor games while observing safety
practise indigenous floor games while observing safety
practise different types of indigenous floor games while combining it to a musical rhythm. talk about the role of indigenous floor games in enhancing fitness with peers

Teaching Resources

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

Strand 9.0

Appreciation in Creative Arts

2 Sub-strands21 Lessons

9.1 Analysis of Creative Arts works

Term 315 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 Analysis of Creative Arts works.

Suggested Experiences

The learners are guided to: visit virtual or actual art establishments for inspiration, create a catalogue of the exhibited artworks indicating artist's name, type of artwork, media/material, interpret works of art displayed by taking into account

Teaching Resources

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

9.2 Sub-strand 49

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, school administration, teachers and Other relevant stakeholders in the school community Identify and develop assessment tools 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 leamer's work from the beginning to the end product)

Teaching Resources

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

Grade 6 Creative Arts Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 6 Creative Arts.

Term 1 Scheme13 Weeks

Creating and Performing

View Term 1

Term 2 Scheme14 Weeks

Creating and Performing
Creating and Performing
Creating and Performing
Displaying and Performing
Displaying and Performing
Displaying and Performing

View Term 2

Term 3 Scheme9 Weeks

Displaying and Performing
Swimming
Displaying and Performing
Appreciation in Creative Arts

View Term 3

Other Grade 6 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 6.

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 5 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 6 Creative Arts?

The official KICD strands for Grade 6 Creative Arts are: Creating and Performing, Creating and Performing, Creating and Performing, Displaying and Performing, Displaying and Performing, Displaying and Performing, Swimming, Displaying and Performing, Appreciation in Creative Arts. 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 6 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 6 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 6 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.