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

Grade 6 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 6 Creative Arts Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 6 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 6 Creative Arts in Term 1.

Class / Grade: Grade 6
Learning Area: Creative Arts
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 6 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:

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)

Curriculum Design & Content

Grade 6 Creative Arts Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 6 Creative Arts. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Creating and Performing

4 Sub-strands63 Lessons in Term 1

1.1 String Musical Instruments and Drawing

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 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?

Learning Experiences

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

Teaching Resources

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

1.2 Painting and Collage

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 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?

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

1.3 Creating I .3 and Executing Volleyball

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 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?

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

1.4 Rhythm and Pattern Making

18 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 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?

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

Grade 6 Creative Arts Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 6 Creative Arts showing the term-by-term distribution of all 9 strands.

Term 1Current

Creating and Performing

Term 2View Term 2 →

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

Term 3View Term 3 →

Displaying and Performing
Swimming
Displaying and Performing
Appreciation in Creative Arts

Other Grade 6 Schemes of Work for Term 1

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

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 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: Grade 6 Creative Arts Term 1

What strands and sub-strands are covered in Grade 6 Creative Arts Term 1?

In Term 1, Grade 6 Creative Arts covers the following main strands: Creating and Performing. 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 6 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 6 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.