2026 KICD CBC Curriculum Design5 Strands · 15 Sub-strands235 Suggested Lessons

PP2 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 PP2 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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PP2 Psychomotor & Creative Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for PP2 Psychomotor & Creative Activities under the Kenya CBC curriculum framework.

Class / Level: PP2
Major Strands: 5 Strands
Annual Lessons: 235 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

PP2 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 from observation and memory	By the end of the sub strand, the learner should be able to; a) Use appropriate tools to draw simple pictures.	1. What do you use for drawing?	- Learners are guided on how to use drawing tools and observe safety.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Picture Making Techniques	1.1 Drawing from observation and memory	By the end of the sub strand, the learner should be able to; a) Use appropriate tools to draw simple pictures.	1. What do you use for drawing?	- Learners are guided on how to use drawing tools and observe safety.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Picture Making Techniques	1.1 Drawing from observation and memory	By the end of the sub strand, the learner should be able to; a) Draw simple representation from observation.	1. Why do you like drawing?	- Learners draw simple pictures from observation and from memory.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Picture Making Techniques	1.1 Drawing from observation and memory	By the end of the sub strand, the learner should be able to; a) Draw symbolic representation of things found in the classroom from memory.	1. Why do you like drawing?	- Learners discuss their drawings in pairs and groups.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Picture Making Techniques	1.2 Printing	By the end of the sub strand, the learner should be able to; a) Identify printing materials.	1. Which materials do you use for printing?	- Guide learners to identify local materials used for printing.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Picture Making Techniques	1.2 Printing	By the end of the sub strand, the learner should be able to; a) Develop simple printing tools.	1. Which materials do you use for printing?	- Guide learners to apply solution on objects and register prints into a pattern.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Picture Making Techniques	1.2 Printing	By the end of the sub strand, the learner should be able to; a) Create patterns using different objects for creativity.	1. Which materials do you use for making printing patterns?	- Guide learners to work in groups and display printed materials.	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) Recognize common colours in the environment for use in colouring.	1. Which is your favourite colour?	- Guide learners to identify colours of different objects around them.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Picture Making Techniques	1.3 Colouring	By the end of the sub strand, the learner should be able to; a) Recognize common colours in the environment for use in colouring.	1. Which is your favourite colour?	- Guide learners to identify colours of different objects around them.	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) Display ability to use colour media freely for enjoyment.	1. Which is your favourite colour?	- Learners do free colouring individually or in groups as they observe personal safety.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Picture Making Techniques	1.3 Colouring	By the end of the sub strand, the learner should be able to; a) Display ability to use colour media freely for enjoyment.	1. What do you like colouring?	- Learners display their work and take photos of their coloured drawings.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Picture Making Techniques	1.4 Painting	By the end of the sub strand, the learner should be able to; a) Identify painting materials.	1. Why do we paint?	- Guide learners to identify painting materials.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Picture Making Techniques	1.4 Painting	By the end of the sub strand, the learner should be able to; a) Paint freely on paper for familiarization of materials.	1. Why do we paint?	- Guide learners to identify painting materials.	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) Use finger technique for painting.	1. What do we use to paint?	- Organize learners to paint freely in pairs or groups using brushes and finger techniques.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Picture Making Techniques	1.5 Mosaic and Collage	By the end of the sub strand, the learner should be able to; a) Identify materials for making mosaic and collage.	1. Where do we get materials for mosaic and collage?	- Guide learners to collect materials for mosaic and collage (paper cuts, seeds, egg shells, sand).	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

PP2 Psychomotor & Creative Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for PP2 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

5 Sub-strands28 Lessons

1.1 1.1 Drawing from observation and memory

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Use appropriate tools to draw simple pictures.
Draw simple representation from observation.
Draw symbolic representation of things found in the classroom from memory.
Appreciate each other's drawing.

Key Inquiry Questions (KIQs)

What do you use for drawing?
Why do you like drawing?
What would you like to draw from observation or memory?

Suggested Experiences

Learners are guided on how to use drawing tools and observe safety.
Learners draw simple pictures from observation and from memory.
Learners discuss their drawings in pairs and groups.
Learners could be guided to take photos of their drawings and draw using ICT devices.

Teaching Resources

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

1.2 1.2 Printing

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

Identify printing materials.
Develop simple printing tools.
Create patterns using different objects for creativity.
Appreciate own and other pupils' work.

Key Inquiry Questions (KIQs)

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

Suggested Experiences

Guide learners to identify local materials used for printing.
Guide learners to apply solution on objects and register prints into a pattern.
Guide learners to work in groups and display printed materials.
Learners take photos of their printed materials using digital cameras or mobile phones.

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:

Recognize common colours in the environment for use in colouring.
Display ability to use colour media freely for enjoyment.
Appreciate and talk about their coloured work.

Key Inquiry Questions (KIQs)

Which is your favourite colour?
What do you like colouring?

Suggested Experiences

Guide learners to identify colours of different objects around them.
Learners do free colouring individually or in groups as they observe personal safety.
Learners display their work and take photos of their coloured drawings.
Learners use computer drawing tools to colour generated shapes.

Teaching Resources

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

1.4 1.4 Painting

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

Identify painting materials.
Paint freely on paper for familiarization of materials.
Use finger technique for painting.
Paint freely for enjoyment.
Appreciate own and others painted work.

Key Inquiry Questions (KIQs)

Why do we paint?
What do we use to paint?
What can we paint?

Suggested Experiences

Guide learners to identify painting materials.
Organize learners to paint freely in pairs or groups using brushes and finger techniques.
Learners appreciate own and others paintings and take photos.

Teaching Resources

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

1.5 1.5 Mosaic and Collage

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

Identify materials for making mosaic and collage.
Make mosaic and collage pictures using locally available materials for aesthetics and enjoyment.
Appreciate the use of locally available materials in creating artwork.

Key Inquiry Questions (KIQs)

Where do we get materials for mosaic and collage?
What materials do we use?

Suggested Experiences

Guide learners to collect materials for mosaic and collage (paper cuts, seeds, egg shells, sand).
Guide learners to stick materials creatively using glue or paste.
Learners take photos of finished artwork and appreciate each other's work.

Teaching Resources

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

Strand 2.0

2.0 Modelling Techniques

1 Sub-strand6 Lessons

2.1 2.1 Ball, Coil and Slab Techniques

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

Identify different types of materials used in modelling.
Model items using ball, coil and slab techniques.
Express ideas, feelings and emotions through modelling.
Appreciate own and others modelled work.

Key Inquiry Questions (KIQs)

What type of materials do you use for modelling?
What shapes do you enjoy modelling with ball, coil and slab techniques?

Suggested Experiences

Collect and interact with clay, plasticine, dough and papier-mâché.
Watch demonstrations and model objects using ball, coil and slab techniques.
Display and appreciate finished objects, clear work area and wash hands.

Teaching Resources

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

Strand 3.0

3.0 Paper Craft, Construction and Ornaments

4 Sub-strands26 Lessons

3.1 3.1 Paper Craft (Folding and Weaving)

Term 110 Lessons

Specific Learning Outcomes (SLOs)

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

Identify different methods and materials for paper folding and weaving.
Make items using paper folding and twining/weaving techniques for fun.
Appreciate the use of local materials for making craft articles.

Key Inquiry Questions (KIQs)

What items do we make by folding and weaving paper?
Where can woven articles be used?

Suggested Experiences

Observe different objects made out of folding and weaving.
Practice making items using paper folding and interlacing paper strips.
Display work, participate in a gallery walk, and recycle scrap paper.

Teaching Resources

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

3.2 3.2 Creating Shapes and Forms Using ICT

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

Identify drawing icons on digital devices.
Use digital devices to create shapes and forms creatively.
Appreciate the use of ICT in creating shapes and forms.

Key Inquiry Questions (KIQs)

Which digital devices are used in drawing?
What shapes can you create using ICT?

Suggested Experiences

Access drawing icons from digital devices independently.
Draw and colour shapes and forms using drawing applications.
Observe safety and care of electronic gadgets.

Teaching Resources

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

3.3 3.3 Construction (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 from the environment.
Create forms in 3D using locally found materials for innovation.
Handle construction materials safely for exploration and enjoyment.

Key Inquiry Questions (KIQs)

What materials are used for construction?
How do you make 3D items?

Suggested Experiences

Familiarise with found materials (boxes, cartons, blocks, wire).
Arrange and join found objects to create 3D items.
Observe safety precautions and clean work area.

Teaching Resources

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

3.4 3.4 Ornaments (Beading and Bracelets)

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

Identify locally available materials for beading and bracelet making.
Make and decorate beads and bracelets using sequence patterns.
Appreciate own and others finished ornaments.

Key Inquiry Questions (KIQs)

Which materials do we use for beading?
How do we make bracelets beautiful?

Suggested Experiences

Collect, sort and group beads according to colour schemes.
Thread beads in sequence to make necklaces and bracelets.
Decorate and display bracelets and share with peers.

Teaching Resources

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

Strand 4.0

4.0 Music and Performance

3 Sub-strands25 Lessons

4.1 4.1 Dance and Musical Rhymes

Term 110 Lessons

Specific Learning Outcomes (SLOs)

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

Perform free dancing styles in pairs and groups.
Respond to changes in tempo and rhythm through body movement.
Recite musical rhymes with repetitive phrases and rhythmic patterns.
Appreciate different rhymes and traditional dances.

Key Inquiry Questions (KIQs)

Which dancing style do you love most?
Which musical rhyme do you recite?

Suggested Experiences

Dance freely in pairs and small groups responding to tempo and rhythm.
Perform traditional dances using improvised costumes.
Recite action rhymes and dramatise songs in groups.

Teaching Resources

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

4.2 4.2 Rhythmic Patterns and Musical Instruments

Term 110 Lessons

Specific Learning Outcomes (SLOs)

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

Identify musical instruments and ICT devices used for performing rhythmic patterns.
Create rhythmic movements through dance, nodding and swaying.
Play simple percussion and virtual musical instruments for enjoyment.
Appreciate musical sounds and rhythm in the environment.

Key Inquiry Questions (KIQs)

Which percussion instruments produce rhythmic patterns?
Which gadget or musical instrument do you like playing?

Suggested Experiences

Identify percussion instruments (drums, shakers, triangles, tambourines).
Create rhythmic patterns using body movements and percussion instruments.
Interact with virtual musical instruments on mobile devices.
Listen to and imitate musical sounds from the environment.

Teaching Resources

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

4.3 4.3 Singing Games

Term 15 Lessons

Specific Learning Outcomes (SLOs)

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

Identify different cultural singing games for harmonious coexistence.
Perform varied cultural singing games using props for enjoyment.
Express feelings through singing games for appreciation.

Key Inquiry Questions (KIQs)

Which is your favourite singing game?
Which props do you use in singing games?

Suggested Experiences

Listen to and sing songs from different cultural backgrounds.
Perform singing games using props in pairs and small groups.
Watch videos of cultural singing games and discuss their morals.

Teaching Resources

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

Strand 5.0

5.0 Outdoor and Motor Activities

2 Sub-strands150 Lessons

5.1 5.1 Basic Motor Skills (Locomotive, Non-locomotive, Manipulative)

Term 290 Lessons

Specific Learning Outcomes (SLOs)

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

Identify common terms used in outdoor motor activities.
Demonstrate climbing, sliding, crawling and swinging for enjoyment.
Demonstrate turning, twisting, bending and stretching for flexibility.
Demonstrate kicking, bouncing, throwing and catching balls with distance estimation.
Observe safety during all physical activities.

Key Inquiry Questions (KIQs)

Which outdoor physical activity do you enjoy most?
How do we throw, catch, kick and bounce balls safely?
How do you feel when you bend, twist and turn?

Suggested Experiences

Throw, catch, climb and slide on playground equipment safely.
Play games involving turning, twisting, bending, stretching and swinging.
Practise kicking balls toward targets and bouncing balls with varying strength.
Learn and practice simple first aid precautions during outdoor play.

Teaching Resources

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

5.2 5.2 Fun Games and Swimming

Term 2 Term 360 Lessons

Specific Learning Outcomes (SLOs)

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

Identify and perform traditional and modern fun games within their environment.
Identify basic water safety and pool hygiene rules.
Confidently move around in water and practice basic floating techniques.
Appreciate the use of water for recreation and swimming.

Key Inquiry Questions (KIQs)

Which fun games do you enjoy playing?
What are the safety rules we observe in the pool?
How do you feel when walking and floating in water?

Suggested Experiences

Name and perform modern and traditional games (skittles, telling time, tag).
Learn pool safety rules and practice entering/exiting water with routine songs.
Walk in baby pools, blow bubbles, and practice basic water floating with floaters.

Teaching Resources

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

PP2 Psychomotor & Creative Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in PP2 Psychomotor & Creative Activities.

Term 1 Scheme13 Weeks

1.0 Picture Making Techniques
2.0 Modelling Techniques
3.0 Paper Craft, Construction and Ornaments
4.0 Music and Performance

View Term 1

Term 2 Scheme14 Weeks

5.0 Outdoor and Motor Activities

View Term 2

Term 3 Scheme9 Weeks

5.0 Outdoor and Motor Activities

View Term 3

Other PP2 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in PP2.

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

Explore Schemes for Other CBC Classes

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

PP1 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 PP2 Psychomotor & Creative Activities?

The official KICD strands for PP2 Psychomotor & Creative Activities are: 1.0 Picture Making Techniques, 2.0 Modelling Techniques, 3.0 Paper Craft, Construction and Ornaments, 4.0 Music and Performance, 5.0 Outdoor and Motor Activities. 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 PP2 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 PP2 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 PP2 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.