2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons7 Strands in Term 1

PP1 Psychomotor & Creative Activities Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for PP1 Psychomotor & Creative Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP1 Psychomotor & Creative Activities 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 PP1 Psychomotor & Creative Activities in Term 1.

Class / Grade: PP1
Learning Area: Psychomotor & Creative Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

PP1 Psychomotor & Creative Activities Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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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)

Curriculum Design & Content

PP1 Psychomotor & Creative Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in PP1 Psychomotor & Creative Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 Picture Making Techniques

7 Sub-strands31 Lessons in Term 1

1.1 1.1 Drawing (Scribbling and doodling)

4 Suggested LessonsTerm 1

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?

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

1.2 1.2 Drawing (Dot joining)

3 Suggested LessonsTerm 1

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?

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

1.3 1.3 Colouring

6 Suggested LessonsTerm 1

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?

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

1.4 1.4 Painting

5 Suggested LessonsTerm 1

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?

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

1.5 1.5 Printing (Pattern making)

4 Suggested LessonsTerm 1

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?

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

1.6 1.6 Mosaic

4 Suggested LessonsTerm 1

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?

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

1.7 1.7 Collage

5 Suggested LessonsTerm 1

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?

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

Strand 2.0

2.0 Modelling

1 Sub-strand5 Lessons in Term 1

2.1 2.1 Modelling using ball and slab techniques

5 Suggested LessonsTerm 1

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?

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

Strand 3.0

3.0 Paper Craft

2 Sub-strands9 Lessons in Term 1

3.1 3.1 Weaving

6 Suggested LessonsTerm 1

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?

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

3.2 3.2 Paper folding

3 Suggested LessonsTerm 1

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?

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

Strand 4.0

4.0 Creating Shapes and Forms Using ICT

1 Sub-strand5 Lessons in Term 1

4.1 4.1 Creating shapes and forms

5 Suggested LessonsTerm 1

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?

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

Strand 5.0

5.0 Construction

1 Sub-strand4 Lessons in Term 1

5.1 5.1 3D forms

4 Suggested LessonsTerm 1

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?

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

Strand 6.0

6.0 Ornaments

1 Sub-strand8 Lessons in Term 1

6.1 6.1 Beading and Bracelet making

8 Suggested LessonsTerm 1

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?

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

Strand 7.0

7.0 Music and Performance

4 Sub-strands30 Lessons in Term 1

7.1 7.1 Musical Rhymes

5 Suggested LessonsTerm 1

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?

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

7.2 7.2 Singing games

5 Suggested LessonsTerm 1

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?

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

7.3 7.3 Play simple musical instruments

5 Suggested LessonsTerm 1

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?

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

7.4 7.4 Musical Sounds and Rhythm

15 Suggested LessonsTerm 1

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?

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

PP1 Psychomotor & Creative Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP1 Psychomotor & Creative Activities showing the term-by-term distribution of all 9 strands.

Term 1Current

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

Term 2View Term 2 →

7.0 Music and Performance
8.0 Basic Motor Skills

Term 3View Term 3 →

8.0 Basic Motor Skills
9.0 Fun Games and Swimming

Other PP1 Schemes of Work for Term 1

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

Mathematical Activities (Term 1)Environmental Activities (Term 1)Religious Education Activities (Term 1)Language Activities (Term 1)

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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: PP1 Psychomotor & Creative Activities Term 1

What strands and sub-strands are covered in PP1 Psychomotor & Creative Activities Term 1?

In Term 1, PP1 Psychomotor & Creative Activities covers the following main strands: 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. 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 PP1 Psychomotor & Creative Activities 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 PP1 Psychomotor & Creative Activities 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.