2026 KICD CBC Curriculum Design9 Strands · 22 Sub-strands242 Suggested Lessons

PP1 Psychomotor & Creative Activities 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 PP1 Psychomotor & Creative Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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PP1 Psychomotor & Creative Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for PP1 Psychomotor & Creative Activities under the Kenya CBC curriculum framework.

Class / Level: PP1
Major Strands: 9 Strands
Annual Lessons: 242 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

PP1 Psychomotor & Creative Activities 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	1.0 Picture Making Techniques	1.1 Drawing (Scribbling and doodling)	By the end of the sub strand, the learner should be able to; a) Develop simple pictures using scribbling techniques for fine muscle development.	1. What would you like to draw?	- Provide learner with drawing materials.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Picture Making Techniques	1.1 Drawing (Scribbling and doodling)	By the end of the sub strand, the learner should be able to; a) Develop simple pictures using scribbling techniques for fine muscle development.	1. What would you like to draw?	- Guide learners on how to hold drawing tools.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Picture Making Techniques	1.2 Drawing (Dot joining)	By the end of the sub strand, the learner should be able to; a) Develop simple pictures by dot joining techniques for enjoyment.	1. What would you like to draw?	- Provide learner with dotted images.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Picture Making Techniques	1.2 Drawing (Dot joining)	By the end of the sub strand, the learner should be able to; a) Draw simple pictures using drawing materials for creativity.	1. What do you see in the environment?	- Guide learners on how to hold drawing tools.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Picture Making Techniques	1.3 Colouring	By the end of the sub strand, the learner should be able to; a) Identify common colours in the environment for colouring pictures.	1. Which colour do you like most?	- Guide learners to identify colours in the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Picture Making Techniques	1.3 Colouring	By the end of the sub strand, the learner should be able to; a) Identify common colours in the environment for colouring pictures.	1. Which colour do you like most?	- Guide learners to identify colours in the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Picture Making Techniques	1.3 Colouring	By the end of the sub strand, the learner should be able to; a) Apply colour on drawn plant and animal pictures for aesthetic value.	1. Which colour do you like most?	- Guide learners to collect materials of different colour from the environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Picture Making Techniques	1.3 Colouring	By the end of the sub strand, the learner should be able to; a) Apply colour on drawn plant and animal pictures for aesthetic value.	1. What colours are found in the environment?	- Guide learners to colour drawn plant and animal items.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Picture Making Techniques	1.4 Painting	By the end of the sub strand, the learner should be able to; a) Create images using finger painting techniques for enjoyment.	1. What do you use for painting?	- Guide learners to select painting materials.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Picture Making Techniques	1.4 Painting	By the end of the sub strand, the learner should be able to; a) Create images using finger painting techniques for enjoyment.	1. What do you use for painting?	- Guide learners to select painting materials.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Picture Making Techniques	1.4 Painting	By the end of the sub strand, the learner should be able to; a) Apply paint on shapes and paper using brushes for aesthetic expression.	1. What do you use for painting?	- Guide learners to create images using finger painting techniques.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Picture Making Techniques	1.5 Printing (Pattern making)	By the end of the sub strand, the learner should be able to; a) Make patterns using objects for creativity.	1. Which colour do you like for making patterns?	- Guide learners to select printing materials.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Picture Making Techniques	1.5 Printing (Pattern making)	By the end of the sub strand, the learner should be able to; a) Make patterns using objects for creativity.	1. Which colour do you like for making patterns?	- Guide learners to apply paint on objects using brushes or sponge.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Picture Making Techniques	1.5 Printing (Pattern making)	By the end of the sub strand, the learner should be able to; a) Appreciate own and others printed work.	1. Which materials do you use for making patterns?	- Learners create patterns using different objects.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Picture Making Techniques	1.6 Mosaic	By the end of the sub strand, the learner should be able to; a) Identify locally available materials for making mosaic pictorials for fun.	1. What should we use to make mosaic items?	- Guide learners to collect materials for making mosaic items.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

PP1 Psychomotor & Creative Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for PP1 Psychomotor & Creative Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

1.0 Picture Making Techniques

7 Sub-strands31 Lessons

1.1 1.1 Drawing (Scribbling and doodling)

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

Develop simple pictures using scribbling techniques for fine muscle development.
Develop simple pictures using doodling techniques for eye-hand coordination.
Appreciate own and others drawn work.

Key Inquiry Questions (KIQs)

What would you like to draw?
What do you see in the environment?
What materials do you use for drawing?

Suggested Experiences

Provide learner with drawing materials.
Guide learners on how to hold drawing tools.
Guide learners to develop simple pictures using scribbling technique.
Guide learners to develop simple pictures using doodling technique.
Display their work and comment on own and others work.

Teaching Resources

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

1.2 1.2 Drawing (Dot joining)

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

Develop simple pictures by dot joining techniques for enjoyment.
Draw simple pictures using drawing materials for creativity.
Appreciate own and others drawn work.

Key Inquiry Questions (KIQs)

What would you like to draw?
What do you see in the environment?
How do they look like?
What do you like about your drawn work?

Suggested Experiences

Provide learner with dotted images.
Guide learners on how to hold drawing tools.
Guide learners to develop simple pictures by joining dots.
Display their work and discuss own and others work.

Teaching Resources

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

1.3 1.3 Colouring

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Identify common colours in the environment for colouring pictures.
Apply colour on drawn plant and animal pictures for aesthetic value.
Appreciate own and others coloured work.

Key Inquiry Questions (KIQs)

Which colour do you like most?
What colours are found in the environment?

Suggested Experiences

Guide learners to identify colours in the environment.
Guide learners to collect materials of different colour from the environment.
Guide learners to colour drawn plant and animal items.
Guide learners to display and discuss their coloured work.

Teaching Resources

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

1.4 1.4 Painting

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

Create images using finger painting techniques for enjoyment.
Apply paint on shapes and paper using brushes for aesthetic expression.
Appreciate own and others painted work.

Key Inquiry Questions (KIQs)

What do you use for painting?
What do you do after painting?

Suggested Experiences

Guide learners to select painting materials.
Guide learners to create images using finger painting techniques.
Guide learners to apply paint on shapes using brushes.
Display own painted work and share constructive feedback.

Teaching Resources

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

1.5 1.5 Printing (Pattern making)

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

Make patterns using objects for creativity.
Appreciate own and others printed work.

Key Inquiry Questions (KIQs)

Which colour do you like for making patterns?
Which materials do you use for making patterns?
Which printing style do you like?

Suggested Experiences

Guide learners to select printing materials.
Guide learners to apply paint on objects using brushes or sponge.
Learners create patterns using different objects.
Display own printed work and comment on patterns.

Teaching Resources

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

1.6 1.6 Mosaic

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

Identify locally available materials for making mosaic pictorials for fun.
Create a simple pictorial using paper cuts for enjoyment.
Appreciate the use of locally available materials in creating pictorials.

Key Inquiry Questions (KIQs)

What should we use to make mosaic items?
Which material do you like most?

Suggested Experiences

Guide learners to collect materials for making mosaic items.
Distribute materials to learners to create simple mosaic items.
Observe safety when using materials.
Guide learners in appreciating own and others work as they express emotions.

Teaching Resources

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

1.7 1.7 Collage

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

Identify materials used in creating collage pictures for fun.
Create a simple collage picture using a variety of local materials for enjoyment.
Appreciate their own and others work.

Key Inquiry Questions (KIQs)

Where do we get materials for making collage?
What materials do you use to make collage?
Which items do you like making?

Suggested Experiences

Guide learners to collect materials from their immediate environment.
Guide learners into groups for material sharing.
Guide learners to stick different materials on paper using glue, paste or sap.
Ensure learners observe safety and clean up working areas after activity.
Guide learners to appreciate their own and others work.

Teaching Resources

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

Strand 2.0

2.0 Modelling

1 Sub-strand5 Lessons

2.1 2.1 Modelling using ball and slab techniques

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

Identify materials for modelling objects for familiarization.
Model simple objects using ball technique for fine motor development.
Model simple objects using slab technique for fine motor development.
Display finished objects for appreciation of own and others work.

Key Inquiry Questions (KIQs)

What materials do you use for modelling?
What shape do you like modelling?
How do you model using clay or plasticine?

Suggested Experiences

Guide learners to identify materials for modelling.
Guide learners to use clay, plasticine, dough or papier-mâché for modelling.
Guide learners to roll balls and flatten slabs to make simple items.
Learners display and appreciate own and others modelled work.

Teaching Resources

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

Strand 3.0

3.0 Paper Craft

2 Sub-strands9 Lessons

3.1 3.1 Weaving

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Identify materials for weaving for familiarization.
Weave using paper strips for fun.
Appreciate own and others woven work.

Key Inquiry Questions (KIQs)

Which item do you enjoy weaving?
Which materials do you use for weaving?
What do you use the woven materials for?

Suggested Experiences

Guide learners to identify weaving materials.
Guide learners on interlacing paper strips over and under.
Learners work in pairs or small groups as they practice weaving.
Learners observe safety and display their work in a gallery walk.

Teaching Resources

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

3.2 3.2 Paper folding

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

Identify materials for paper folding.
Make items using folding techniques for enjoyment.
Appreciate paper folding for fun.

Key Inquiry Questions (KIQs)

What items do you enjoy making?
Which ways do you fold the paper?
Which items do you make using paper folding?

Suggested Experiences

Guide learners to identify materials for paper folding.
Guide learners on different ways of folding papers.
Learners practice making items using paper folding in pairs and small groups.
Express emotions as they display their folded paper work.

Teaching Resources

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

Strand 4.0

4.0 Creating Shapes and Forms Using ICT

1 Sub-strand5 Lessons

4.1 4.1 Creating shapes and forms

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

Interact with gadgets freely for familiarization.
Display the ability to operate gadgets for creating shapes.
Create shapes using electronic gadgets for creativity.
Appreciate own created shapes for fun.

Key Inquiry Questions (KIQs)

What electronic gadget did you use to create forms and shapes?
What shape can you create?
How did you operate electronic gadgets to create shapes and forms?

Suggested Experiences

Guide learners to operate electronic gadgets (tablet, laptop, computer).
Guide learners to open relevant ICT applications/programs.
Guide learners to create shapes using drawing/painting digital applications.
Learners observe safety in using and storing ICT devices.

Teaching Resources

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

Strand 5.0

5.0 Construction

1 Sub-strand4 Lessons

5.1 5.1 3D forms

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

Identify materials for construction.
Construct simple 3D objects for creativity.
Handle materials safely for interaction.
Display constructed work for appreciation.

Key Inquiry Questions (KIQs)

How do you make 3D forms?
What should you consider when collecting construction materials?

Suggested Experiences

Learners collect materials from the environment (cartons, boxes, sticks).
Learners construct 3D objects and simple playing materials.
Learners display work and talk about their construction with peers.
Learners observe safety precautions and store materials properly.

Teaching Resources

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

Strand 6.0

6.0 Ornaments

1 Sub-strand8 Lessons

6.1 6.1 Beading and Bracelet making

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

Identify materials used for beading and bracelet making.
Make beads and simple bracelets using locally available materials for aesthetics.
Appreciate own and others finished ornament work.

Key Inquiry Questions (KIQs)

What materials do you need for beading?
What items can you make from beads?
How did you make your bracelet?

Suggested Experiences

Guide learners to identify and collect locally available materials (seeds, beads, thread, soft wire).
Learners sort materials to use for beading.
Guide learners to string beads and make bracelets in pairs or small groups.
Observe safety as they bead and display finished ornaments.

Teaching Resources

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

Strand 7.0

7.0 Music and Performance

4 Sub-strands30 Lessons

7.1 7.1 Musical Rhymes

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

Recite simple rhymes for enjoyment.
Demonstrate the ability to recite simple rhymes for fun.
Appreciate different rhymes.

Key Inquiry Questions (KIQs)

Which rhyme do you recite?
Whose rhyme do you like most?

Suggested Experiences

Guide learners in groups to listen to recorded rhymes.
Guide learners to recite rhymes with action in pairs or small groups.
Guide learners to present own composed rhymes.

Teaching Resources

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

7.2 7.2 Singing games

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

Identify simple singing games for enjoyment.
Perform simple singing games for fun.
Perform simple singing games using props.
Appreciate their culture as they perform.

Key Inquiry Questions (KIQs)

Which singing games do you enjoy most?
Which costumes or props do you use?

Suggested Experiences

Guide learners to perform singing games freely.
Guide learners to identify props to accompany singing games.
Guide learners to perform singing games from different cultures in groups.
Learners watch video clips of cultural singing games.

Teaching Resources

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

7.3 7.3 Play simple musical instruments

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

Identify various instruments and ICT devices that produce music for fun.
Listen and perform music for enjoyment.
Appreciate self and others' performed music.

Key Inquiry Questions (KIQs)

Which musical instrument do you like playing?
Whom do you enjoy playing music with?

Suggested Experiences

Guide learners to name various musical instruments and electronic gadgets.
Operate instruments and digital devices to listen and respond to music.
Coordinate parts of the body as they play music from various instruments.
Observe safety as they use, operate and store instruments.

Teaching Resources

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

7.4 7.4 Musical Sounds and Rhythm

Term 1 Term 215 Lessons

Specific Learning Outcomes (SLOs)

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

Identify various sounds made by animals from the environment for familiarization.
Imitate sounds made in the environment for enjoyment.
Produce rhythmic patterns using body for strength and body coordination.
Play simple percussion instruments for fun.

Key Inquiry Questions (KIQs)

What sounds do you hear in the environment?
Which animal sound did you like most?
What percussion instruments do we use to create rhythmic patterns?

Suggested Experiences

Guide learners on nature walks to listen to various sounds made by animals.
Learners imitate sounds from the environment in groups and pairs.
Guide learners to create free rhythmic patterns clapping and stamping.
Practice playing simple percussion instruments (drums, shakers, triangles).

Teaching Resources

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

Strand 8.0

8.0 Basic Motor Skills

3 Sub-strands90 Lessons

8.1 8.1 Locomotive Skills

Term 230 Lessons

Specific Learning Outcomes (SLOs)

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

Acquire the skills of crawling and swinging for feasibility and strength.
Demonstrate the ability to crawl and swing for enjoyment.
Have fun as they crawl and swing in turns.

Key Inquiry Questions (KIQs)

Which activity do you enjoy most?
Which activity would you like to perform?
Who do you like playing with?

Suggested Experiences

Guide learners to crawl and swing.
Learners have opportunity for free physical performance outdoors.
Guide them to observe safety as they perform activities.
Learners perform crawling, walking, running, jumping and swinging in groups.

Teaching Resources

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

8.2 8.2 Non-locomotive Skills

Term 230 Lessons

Specific Learning Outcomes (SLOs)

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

Acquire stretching and bending skills for muscle development.
Demonstrate bending and stretching for body coordination.
Have fun as they stretch and bend.

Key Inquiry Questions (KIQs)

Which activity did you perform?
Which activity did you enjoy?
How did you feel as your partner performed the activities?

Suggested Experiences

Learners stretch and bend freely during warm up exercises.
Learners are guided to perform stretching and bending activities.
Organize learners to observe safety precautions as they stretch, bend and squat.
Learners appreciate own and others talents.

Teaching Resources

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

8.3 8.3 Manipulative Skills

Term 2 Term 330 Lessons

Specific Learning Outcomes (SLOs)

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

Acquire a range of manipulative skills for talent development.
Perform various manipulative activities for enjoyment.
Have fun as they practice various manipulative skills.
Develop awareness of different strength required for kicking different objects.

Key Inquiry Questions (KIQs)

What did you enjoy doing?
Which materials did you use?

Suggested Experiences

Collect items from the immediate environment for manipulation (balls, beanbags).
Learners practice throwing and catching objects freely.
Guide learners on safety precautions during throwing, catching, and kicking.
Learners kick balls toward targets with varying strength.

Teaching Resources

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

Strand 9.0

9.0 Fun Games and Swimming

2 Sub-strands60 Lessons

9.1 9.1 Traditional Games

Term 330 Lessons

Specific Learning Outcomes (SLOs)

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

Identify various traditional and modern games for performance.
Perform different traditional games for enjoyment.
Perform various games for fun.

Key Inquiry Questions (KIQs)

Where do we get the materials for traditional and modern games?
What types of games have you played?
How do you play the games?

Suggested Experiences

Collect materials from home and neighborhood for traditional games.
Learners identify various traditional and modern games played in the community.
Perform traditional and modern games in pairs, small groups, and whole class.
Observe safety when playing and practice proper storage of materials.

Teaching Resources

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

9.2 9.2 Swimming (Pool Safety and Water Orientation)

Term 330 Lessons

Specific Learning Outcomes (SLOs)

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

Identify basic water safety rules in the pool for mastery.
Apply basic water safety rules in the pool for personal safety.
Demonstrate ability to take care of themselves when playing with water.
Demonstrate basic swimming skills for talent development.
Have fun when playing in water.

Key Inquiry Questions (KIQs)

Which safety rules should you observe in the pool?
What should you do before getting into a swimming pool?
How do you feel while in water?

Suggested Experiences

Guide learners on basic water safety rules to observe in the pool.
Learners watch films or demonstrations on swimming safety gear.
Guide learners to adjust in water, walk in a baby pool, and blow bubbles.
Sing routine songs as they enter and exit the water.
Guide learners to demonstrate basic water gliding and kicks in turns.

Teaching Resources

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

PP1 Psychomotor & Creative Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in PP1 Psychomotor & Creative Activities.

Term 1 Scheme13 Weeks

1.0 Picture Making Techniques
2.0 Modelling
3.0 Paper Craft
4.0 Creating Shapes and Forms Using ICT
5.0 Construction
6.0 Ornaments
7.0 Music and Performance

View Term 1

Term 2 Scheme14 Weeks

7.0 Music and Performance
8.0 Basic Motor Skills

View Term 2

Term 3 Scheme9 Weeks

8.0 Basic Motor Skills
9.0 Fun Games and Swimming

View Term 3

Other PP1 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in PP1.

Mathematical Activities Hub Environmental Activities Hub Religious Education Activities Hub Language Activities Hub

Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 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 PP1 Psychomotor & Creative Activities?

The official KICD strands for PP1 Psychomotor & Creative Activities are: 1.0 Picture Making Techniques, 2.0 Modelling, 3.0 Paper Craft, 4.0 Creating Shapes and Forms Using ICT, 5.0 Construction, 6.0 Ornaments, 7.0 Music and Performance, 8.0 Basic Motor Skills, 9.0 Fun Games and Swimming. 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 PP1 Psychomotor & Creative Activities?

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 PP1 Psychomotor & Creative Activities 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 PP1 Psychomotor & Creative Activities?

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.