| 1 | 1 | Displaying and Performing | Indigenous Kenyan CraftPottery | By the end of the sub strand, the learner should be able to; a) identify pottery items made using slab technique | 1. Qu s Why are clay items dried under the shade? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Displaying and Performing | Indigenous Kenyan CraftPottery | By the end of the sub strand, the learner should be able to; a) identify pottery items made using slab technique | 1. Qu s Why are clay items dried under the shade? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Displaying and Performing | Indigenous Kenyan CraftPottery | By the end of the sub strand, the learner should be able to; a) model a vase us Ing slab technique for express' on | 1. Qu s Why are clay items dried under the shade? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Displaying and Performing | Indigenous Kenyan CraftPottery | By the end of the sub strand, the learner should be able to; a) model a vase us Ing slab technique for express' on | 1. Qu s Why are clay items dried under the shade? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Displaying and Performing | Indigenous Kenyan CraftPottery | By the end of the sub strand, the learner should be able to; a) model a vase us Ing slab technique for express' on | 1. Qu s Why are clay items dried under the shade? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Displaying and Performing | Indigenous Kenyan CraftPottery | By the end of the sub strand, the learner should be able to; a) decorate a modelled item for aesthetic enh ancement | 1. Qu s Why are clay items dried under the shade? | - display and talk about own and others modelled item _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Displaying and Performing | Indigenous Kenyan CraftPottery | By the end of the sub strand, the learner should be able to; a) decorate a modelled item for aesthetic enh ancement | 1. Qu s Why are clay items dried under the shade? | - display and talk about own and others modelled item _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Displaying and Performing | Indigenous Kenyan CraftPottery | By the end of the sub strand, the learner should be able to; a) decorate a modelled item for aesthetic enh ancement | 1. Qu s Why are clay items dried under the shade? | - display and talk about own and others modelled item _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Swimming | Swimming | By the end of the sub strand, the learner should be able to; a) describe the body position in breaststroke | 1. (s) Why are swimming skills considered as survival skills? | - watch a virtual or actual performance to observe breaststroke in swimming | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Swimming | Swimming | By the end of the sub strand, the learner should be able to; a) describe the body position in breaststroke | 1. (s) Why are swimming skills considered as survival skills? | - watch a virtual or actual performance to observe breaststroke in swimming | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Swimming | Swimming | By the end of the sub strand, the learner should be able to; a) perform breaststroke in swimming for skill acquisition | 1. (s) Why are swimming skills considered as survival skills? | - demonstrate breaststroke skill | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Swimming | Swimming | By the end of the sub strand, the learner should be able to; a) perform breaststroke in swimming for skill acquisition | 1. and Displaying (Optional) (15 lessons)? | - demonstrate breaststroke skill | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Swimming | Swimming | By the end of the sub strand, the learner should be able to; a) acknowledge performing breast stroke skill in swimming | 1. and Displaying (Optional) (15 lessons)? | - practise breaststroke skills while observing safety , apply the skill of breaststroke in swimnung observe each other swim using breaststroke and give feedback | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Displaying and Performing | Sub-strand 42 | By the end of the sub strand, the learner should be able to; a) identify types of indigenous floor games played in Kenya | 1. How do floor games enhance physical fitness? | - watch a virtual or live demonstration of indigenous floor game and identify the skills observed | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Displaying and Performing | Sub-strand 42 | By the end of the sub strand, the learner should be able to; a) identify types of indigenous floor games played in Kenya | 1. How do floor games enhance physical fitness? | - watch a virtual or live demonstration of indigenous floor game and identify the skills observed | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
