| 1 | 1 | Creating and Performing | Swimming | By the end of the sub strand, the learner should be able to; a) describe the body position in standing dive and butterfly stroke in swimming | 1. How can swimming skills be performed safely? | - watch a live or virtual demonstration to identify the standing dive and butterfly stroke | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Creating and Performing | Swimming | By the end of the sub strand, the learner should be able to; a) describe the body position in standing dive and butterfly stroke in swimming | 1. How can swimming skills be performed safely? | - demonstrate the phases of standing dive | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Creating and Performing | Swimming | By the end of the sub strand, the learner should be able to; a) perform a standing dive in swimming | 1. How can swimming skills be performed safely? | - demonstrate the phases of standing dive | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Creating and Performing | Swimming | By the end of the sub strand, the learner should be able to; a) perform a standing dive in swimming | 1. How can swimming skills be performed safely? | - practise standing dive while observing safety | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Creating and Performing | Swimming | By the end of the sub strand, the learner should be able to; a) perform the butterfly stroke in swimming | 1. Why is synchrony important in butterfly stroke? | - demonstrate the phases of butterfly stroke | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Creating and Performing | Swimming | By the end of the sub strand, the learner should be able to; a) perform the butterfly stroke in swimming | 1. Why is synchrony important in butterfly stroke? | - demonstrate the phases of butterfly stroke | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Creating and Performing | Swimming | By the end of the sub strand, the learner should be able to; a) perform the butterfly stroke in swimming | 1. Why is synchrony important in butterfly stroke? | - practise the butterfly stroke while observing safety and coordination | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Creating and Performing | Kenyan Indigenous Games | By the end of the sub strand, the learner should be able to; a) identify types of indigenous board games played in Kenya | 1. How do indigenous board games enhance mental relaxation? | - watch a virtual or live demonstration of indigenous board games and identify the skills observed in the games | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Creating and Performing | Kenyan Indigenous Games | By the end of the sub strand, the learner should be able to; a) identify types of indigenous board games played in Kenya | 1. How do indigenous board games enhance mental relaxation? | - watch a virtual or live demonstration of indigenous board games and identify the skills observed in the games | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Creating and Performing | Kenyan Indigenous Games | By the end of the sub strand, the learner should be able to; a) identify types of indigenous board games played in Kenya | 1. How do indigenous board games enhance mental relaxation? | - watch a virtual or live demonstration of indigenous board games and identify the skills observed in the games | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Creating and Performing | Kenyan Indigenous Games | By the end of the sub strand, the learner should be able to; a) perform different indigenous board games | 1. How do indigenous board games enhance mental relaxation? | - demonstrate indigenous board game skills while observing safety | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Creating and Performing | Kenyan Indigenous Games | By the end of the sub strand, the learner should be able to; a) perform different indigenous board games | 1. Why are board games considered an indigenous game? | - demonstrate indigenous board game skills while observing safety | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Creating and Performing | Kenyan Indigenous Games | By the end of the sub strand, the learner should be able to; a) perform indigenous board games to background music for enjoyment | 1. Why are board games considered an indigenous game? | - practice skills in different indigenous board games while observing safety | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Creating and Performing | Kenyan Indigenous Games | By the end of the sub strand, the learner should be able to; a) perform indigenous board games to background music for enjoyment | 1. Why are board games considered an indigenous game? | - practice skills in different indigenous board games while observing safety | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Creating and Performing | Kenyan Indigenous Games | By the end of the sub strand, the learner should be able to; a) perform indigenous board games to background music for enjoyment | 1. Below Expectation Describes 4 or less aspects of creating and performing in Creative Arts and Sports leaving out major details. Creates 6 or less items in Creative Arts and Sports. Below Expectation Performs 11 or less items in Creative Arts and Sports with flaws and/or inconsistencies? | - practice skills in different indigenous board games while observing safety | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
