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2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons4 Strands in Term 1

PP2 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 PP2 Psychomotor & Creative Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP2 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 PP2 Psychomotor & Creative Activities in Term 1.

Class / Grade
PP2
Pre-Primary Level
Learning Area
Psychomotor & Creative Activities
Core CBC Activity
Term Duration
13 Weeks (65 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 13
Ministry of Education 2026
Full Term Timetable

PP2 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.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
111.0 Picture Making Techniques1.1 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)
21.0 Picture Making Techniques1.1 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)
31.0 Picture Making Techniques1.1 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)
41.0 Picture Making Techniques1.1 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)
51.0 Picture Making Techniques1.2 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)
211.0 Picture Making Techniques1.2 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)
21.0 Picture Making Techniques1.2 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)
31.0 Picture Making Techniques1.3 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)
41.0 Picture Making Techniques1.3 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)
51.0 Picture Making Techniques1.3 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)
311.0 Picture Making Techniques1.3 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)
21.0 Picture Making Techniques1.4 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)
31.0 Picture Making Techniques1.4 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)
41.0 Picture Making Techniques1.4 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)
51.0 Picture Making Techniques1.5 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)
Curriculum Design & Content

PP2 Psychomotor & Creative Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in PP2 Psychomotor & Creative Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

1.0 Picture Making Techniques

5 Sub-strands28 Lessons in Term 1

1.1 1.1 Drawing from observation and memory

6 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 1.2 Printing

4 Suggested LessonsTerm 1
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?
Learning 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 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:

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

1.4 1.4 Painting

4 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.5 1.5 Mosaic and Collage

8 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

2.0 Modelling Techniques

1 Sub-strand6 Lessons in Term 1

2.1 2.1 Ball, Coil and Slab Techniques

6 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

3.0 Paper Craft, Construction and Ornaments

4 Sub-strands26 Lessons in Term 1

3.1 3.1 Paper Craft (Folding and Weaving)

10 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.2 3.2 Creating Shapes and Forms Using ICT

4 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.3 3.3 Construction (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 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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.4 3.4 Ornaments (Beading and Bracelets)

8 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 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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4
Strand 4.0

4.0 Music and Performance

3 Sub-strands25 Lessons in Term 1

4.1 4.1 Dance and Musical Rhymes

10 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4.2 4.2 Rhythmic Patterns and Musical Instruments

10 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

4.3 4.3 Singing Games

5 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

PP2 Psychomotor & Creative Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP2 Psychomotor & Creative Activities showing the term-by-term distribution of all 5 strands.

Term 1Current
  • 1.0 Picture Making Techniques
  • 2.0 Modelling Techniques
  • 3.0 Paper Craft, Construction and Ornaments
  • 4.0 Music and Performance
Term 2View Term 2 →
  • 5.0 Outdoor and Motor Activities
Term 3View Term 3 →
  • 5.0 Outdoor and Motor Activities

Other PP2 Schemes of Work for Term 1

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

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

Explore Schemes for Other CBC Grades

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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:

Help & Answers

Frequently Asked Questions: PP2 Psychomotor & Creative Activities Term 1

What strands and sub-strands are covered in PP2 Psychomotor & Creative Activities Term 1?

In Term 1, PP2 Psychomotor & Creative Activities covers the following main strands: 1.0 Picture Making Techniques, 2.0 Modelling Techniques, 3.0 Paper Craft, Construction and Ornaments, 4.0 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 PP2 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 PP2 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.