1
Strand 1.0
Creating and Performing in Creative Arts and Sports
2 Sub-strands30 Lessons in Term 3
1.1 Swimming
15 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe the body position in breaststroke
- describe the body position in water treading
- perform breaststroke in swimming for skill acquisition
- perform water treading skill in swimming
- acknowledge own and others’ efforts while performing water treading and breast stroke skills in swimming
Key Inquiry Questions (KIQs)
- Why are swimming skills considered as survival skills?
Learning Experiences
- using virtual or actual performance, observe breast stroke and water treading in order to describe them
- demonstrate water treading
- demonstrate breaststroke
- use drills to practise treading and breaststroke skills while observing safety
- observe others as they apply the skills of water treading and breast stroke and give feedback
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Kenyan Folk Dance
15 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- classify folk dances from Kenyan communities
- devise a folk dance from a Kenyan community
- create body make up using improvised paint
- perform a folk dance from a Kenyan community
- appreciate different cultures through performing folk dances from diverse Kenyan communities Meets Expectation Describes 10 aspects of creating and performing in Creative Arts and Sports accurately. Creates the 9 items in Creative Arts and Sports. Performs the 15 items in Creative Arts and Sports
Key Inquiry Questions (KIQs)
- How do folk dances represent Kenyan culture?
- What makes a good folk dance performance?
- Below Expectation Describes 4 or less aspects of creating and performing in Creative Arts and Sports leaving out major details. Creates 4 or less items in Creative Arts and Sports. Performs 6 or less items in Creative Arts and Sports?
Learning Experiences
- explore live or virtual folk dance performances from diverse Kenyan communities to describe and categorise them according to; community, gender and age of participants, occasion, purpose, and themes
- select an appropriate folk dance from a given Kenyan community for performance
- select a theme on a societal issue
- watch actual or virtual performances of the selected folk dance to explore dance movements, singing, instrumentation, costumes, body make-up, props, mood, and context of performance and performers
- devise a dance by selecting and sequencing dance movements, songs, instrumentation, costumes, body make-up, and props for the selected dance
- take a role in rehearsing a group folk dance ensuring appropriate dance performance technique
- explore virtual or actual demonstrations of make-up designs to make body make-up
- decorate each other’s bodies for the dance performance
- create a written/oral synopsis highlighting the title, theme, community, gender and occasion of performance, and function of dance
- take a role in performing a group folk dance before an audience
- give feedback on own and others' make-up and dance techniques. Approaches Expectation Describes 5-9 aspects of creating and performing in Creative Arts and Sports leaving out minor details. Creates 5-8 items in Creative Arts and Sports. Performs 7-14 items in Creative Arts and Sports
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.