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 GRADE 2 CREATIVE ARTS SCHEMES OF WORK
TEACHERS’S NAME………………………………………… SCHOOL……………………… TERM…ONE… YEAR

REFERENCE MATERIALS
Know more art and craft Grade 1
KLB Visionary Music Grade 3 T.G, Grade 1, Grade 2
Foundation Movement Act. Grade 2 T.G
strand Specific Learning Key Learning Experiences Learning Assessme Re
Week

stran
Sub-
Outcomes Inquiry Resources nt fl
LSN

d
Question( Methods
s)
1 1 CREATI Drawing By the end of the lesson, the How are Learner is guided to: Pencils Question
ON & - shapes learner should be able to: shapes ● in groups, search for or Crayons and
EXPLOR a. identify shapes found in identified? watch videoclips on Charcoal
ATION
answer
the environment, shapes and talk about paper
b. Watch a video clip on them: Know more art
Portfolio
shapes and talk about (such as human, plants, and craft Discussio
them animal androcks, flowers, Teachers guide n,
c. Appreciate drawing basic trees, houses, Observati
Grd 1 pg. 8-13
shapes as an essential circle,square, rectangle, on
skill. triangle, oval),
Demonstr
ation
2 shapes By the end of the lesson, the How are Learner is guided to: Pencils Question
learner should be able to: shapes ● in groups, search for or Crayons and
a. identify shapes found in identified? watch videoclips on Charcoal
answer
the environment, shapes and talk about paper
b. Watch a video clip on them: Know more art
Portfolio
shapes and talk about (such as human, plants, and craft Discussio
them animal androcks, flowers, Teachers guide n,
c. appreciate drawing basic trees, houses, circle, Observati
Grd 1 pg. 8-13
shapes as an essential square, rectangle, on
skill. triangle, oval),
Demonstr
ation

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 3 shapes By the end of the lesson, the How are Learner is guided to: Pencils Question
learner should be able to: shapes ● in groups, search for or Crayons and
a. identify shapes found in identified? watch videoclips on Charcoal
answer
the environment, shapes and talk about paper
b. Watch a video clip on them: Know more art
Portfolio
shapes and talk about (such as human, plants, and craft Discussio
them animal androcks, flowers, Teachers guide n,
c. appreciate drawing basic trees, houses, circle, Observati
Grd 1 pg. 8-13
shapes as an essential square, rectangle, on
skill. triangle, oval),
Demonstr
ation
4- Practica Forms By the end of the lesson, the What are Learner is guided to: Know more art Observatio
5 l learner should be able to: forms? ● in groups, take a walk and craft, TG n
a. identify shapes found in around theschool
environment and Book Grade 3 pg. Oral
the environment,
b. demonstrate the various identifyshapes of forms 1-5 questions
shapes in the (such as human,plants, Paper, pencil, discussion
environment, animal and rocks, picture of s
c. appreciate drawing basic flowers,trees, houses, animals, ICT
shapes as an essential circle, square,rectangle, devices
skill. triangle, oval),
6- Practica Forms By the end of the lesson, the What are Learner is guided to: Know more art Observatio
7 l learner should be able to: forms? ● in groups, take a walk and craft, TG n
a. identify shapes found in around theschool
environment and Book Grade 3 pg. Oral
the environment,
b. demonstrate the various identifyshapes of forms 1-5 questions
shapes in the (such as human,plants, Paper, pencil, discussion
environment, animal and rocks, picture of s
c. appreciate drawing basic flowers,trees, houses, animals, ICT
shapes as an essential circle, square,rectangle, devices
skill. triangle, oval),
2 1 Forms By the end of the lesson, the What are Learner is guided to: Know more art Observatio
learner should be able to: forms? ● in groups, sing action and craft, TG n
a. identify shapes found in songs
incorporating movement Book Grade 3 pg. Oral
the environment,
b. sing songs about shapes, and 1-5 questions
c. appreciate drawing basic formation of shapes of Paper, pencil, discussion
shapes as an essential forms they picture of s
skill. observe in the animals, ICT
environment, devices

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 2 Forms By the end of the lesson, the What are Learner is guided to: Know more art Observatio
learner should be able to: forms? ● in groups, sing action and craft, TG n
a. identify shapes found in songs
incorporating movement Book Grade 3 pg. Oral
the environment,
b. sing action songs on and 6-10 questions
basic shapes for formation of shapes of Paper, pencil, discussion
creativity, forms they picture of s
c. appreciate drawing basic observe in the animals, ICT
shapes as an essential environment, devices, rubber
skill. erasers
3 Forms By the end of the lesson, the What are Learner is guided to: Know more art Observatio
learner should be able to: forms? ● in groups, sing action and craft, TG n
a. identify shapes found in songs
incorporating movement Book Grade 3 pg. Oral
the environment,
b. sing action songs on and 6-10 questions
basic shapes for formation of shapes of Paper, pencil, discussion
creativity forms they picture of s
c. appreciate drawing basic observe in the animals, ICT
shapes as an essential environment, devices, rubber
skill. erasers
4- Practica Material By the end of the lesson, the How can Learner is guided to: Know more art Observatio
5 l s for learner should be able to: we model ● in groups, select and craft, TG n
modellin a. identify locally available human appropriate locally
g human figures? available materials for Book Grade 3 pg. Oral
materials for modelling
figure human and animal modeling 6-10 questions
figures, human figure and animals Paper, pencil, discussion
b. assemble materials for ( clay or picture of s
modelling human and plasticine) animals, ICT
animal figures, devices, rubber
c. appreciate drawing basic erasers
shapes as an essential
skill.

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 6- Practica Material By the end of the lesson, the How can Learner is guided to: Know more art Observatio
7 l s for learner should be able to: we model ● in groups, select and craft, TG n
modellin a. identify locally available human appropriate locally
g human figures? available materials for Book Grade 3 pg. Oral
materials for modelling
figure human and animal modeling 6-10 questions
figures, human figure and animals Paper, pencil, discussion
b. assemble materials for ( clay or picture of s
modelling human and plasticine) animals, ICT
animal figures, devices, rubber
c. appreciate drawing basic erasers
shapes as an essential
skill.
3 1- Drawing Basic By the end of the lesson, the What are Learner is guided to: Pencils Question
2 shapes learner should be able to: the basic ● individually draw basic Crayons and
a. state the basic shapes in shapes? geometric and organic Charcoal
answer
Geometry shapes found in the paper
b. draw basic shapes found environment, Know more art
Portfolio
in the environment, and craft Discussio
model shapes of forms Teachers guide n,
found in the Grd 1 pg. 8-13 Observati
environment, on
c. appreciate drawing basic
shapes as an essential
Demonstr
skill. ation
3- Practica Model of By the end of the lesson, the How can Learner is guided to: Know more art Observatio
4 l human learner should be able to: we model ● individually model and craft, TG n
and a. state the basic shapes in human human and animal figures
animal and (pinch, rolling, or ball Book Grade 3 pg. Oral
Geometry
figures b. Model human and animal animal technique), 6-10 questions
figures using pinch, figures? ● display artworks for Paper, pencil, discussion
rolling or ball technique, peer feedback, picture of s
c. appreciate drawing basic animals, ICT
shapes as an essential devices, rubber
skill. erasers

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 5 Rhythm Ways of By the end of the lesson, the How are Learner is guided to: A repertoire of Signed
creating learner should be able to: rhythms ● in groups, watch live or simple familiar questions,
rhythm a. identify ways of creating made? recorded tunes portfolio,
rhythm for skill performances of various Klb Visionary observation
development, way of Music Act. , check
b. watch a live recording on creating rhythms and talk Teachers guide lists,
ways of creating rhythms. about them ( Grade 3 pg.69-70 adjudicatio
c. Desire to learn more ways singing, marching, n using
of creating rhythm. walking, reciting, performanc
whistling, snapping, e rubric
clapping,
stamping, flapping,
smacking, rubbing,
clicking, humming,
patting),
6 Ways of By the end of the lesson, the How are Learner is guided to: A repertoire of Signed
creating learner should be able to: rhythms ● in groups, watch live or simple familiar questions,
rhythm a. identify ways of creating made? recorded tunes portfolio,
rhythm for skill performances of various Klb Visionary observation
development, way of Music Act. , check
b. watch a live recording on creating rhythms and talk Teachers guide lists,
ways of creating rhythms. about them ( Grade 3 pg.69-70 adjudicatio
c. Desire to learn more ways singing, marching, n using
of creating rhythm. walking, reciting, performanc
whistling, snapping, e rubric
clapping,
stamping, flapping,
smacking, rubbing,
clicking, humming,
patting),

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 7 Ways of By the end of the lesson, the How are Learner is guided to: A repertoire of Signed
creating learner should be able to: rhythms ● in groups, watch live or simple familiar questions,
rhythm a. identify ways of creating made? recorded tunes portfolio,
rhythm for skill performances of various Klb Visionary observation
development, way of Music Act. , check
b. watch a live recording on creating rhythms and talk Teachers guide lists,
ways of creating rhythms. about them ( Grade 3 pg.69-70 adjudicatio
c. Desire to learn more ways singing, marching, n using
of creating rhythm. walking, reciting, performanc
whistling, snapping, e rubric
clapping,
stamping, flapping,
smacking, rubbing,
clicking, humming,
patting),
4 1 Using By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
body learner should be able to: we use ● in groups, sing simple of a variety of songs questions,
percussi a. Define the term body body songs as they • Audio visual portfolio,
on percussion maintain the beat in equipment observation,
percussion
• Musical instruments check lists,
b. sing songs as they during (marching,
• Music print material adjudication
maintain beat for performan walking, reciting), i.e. Music scores of using
rhythmic development, ce? ● individually sing a songs and the Kenya performance
c. appreciate using body simple song as they National Anthem rubric
percussion in maintaining maintain beat using body
beats. percussions (snapping, KLB Visionary
clapping, stamping, Music Act. T.G
flapping, rubbing, Grade 1 pg. 54-56
rubbing, patting),
2 Using By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
body learner should be able to: we use ● in groups, sing simple of a variety of songs questions,
percussi a. Define the term body body songs as they • Audio visual portfolio,
on percussion maintain the beat in equipment observation,
percussion
• Musical instruments check lists,
b. sing songs as they during (marching,
• Music print material adjudication
maintain beat for performan walking, reciting), i.e. Music scores of using
rhythmic development, ce? ● individually sing a songs and the Kenya performance
c. appreciate using body simple song as they National Anthem rubric
percussion in maintaining maintain beat using body
beats. percussions (snapping, KLB Visionary
clapping, stamping, Music Act. T.G
flapping, rubbing, Grade 1 pg. 54-56
rubbing, patting),

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 3 Using By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
body learner should be able to: we use ● in groups, sing simple of a variety of songs questions,
percussi a. Define the term body body songs as they • Audio visual portfolio,
on percussion make body movements to equipment observation,
percussion
• Musical instruments check lists,
b. sing songs as they during bring out
• Music print material adjudication
maintain beat for performan various rhythms (walking, i.e. Music scores of using
rhythmic development, ce? twisting, turning, songs and the Kenya performance
c. appreciate using body marching, nodding, National Anthem rubric
percussion in maintaining stamping,
beats. skipping, hopping among KLB Visionary
others), Music Act. T.G
Grade 1 pg. 54-56
4- Practica Using By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
5 l Body learner should be able to: we use ● individually use body of a variety of songs questions,
percussi a. Define the term body body percussions to • Audio visual portfolio,
on percussion provide rhythmic equipment observation,
percussion
• Musical instruments check lists,
b. make body movements to during accompaniments to
• Music print material adjudication
reflect various rhythms in performan familiar simple songs i.e. Music scores of using
simple songs, ce? sung, songs and the Kenya performance
c. appreciate using body National Anthem rubric
percussion in maintaining
beats. KLB Visionary
Music Act. T.G
Grade 1 pg. 54-56
6- Using By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
7 Body learner should be able to: we use ● individually use body of a variety of songs questions,
percussi a. Define the term body body percussions to • Audio visual portfolio,
on percussion provide rhythmic equipment observation,
percussion
• Musical instruments check lists,
b. make body movements to during accompaniments to
• Music print material adjudication
reflect various rhythms in performan familiar simple songs i.e. Music scores of using
simple songs, ce? sung, songs and the Kenya performance
c. appreciate using body National Anthem rubric
percussion in maintaining
beats. KLB Visionary
Music Act. T.G
Grade 1 pg. 54-56

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5 1 Improvis By the end of the lesson, the What are Learner is guided to: Relevant songs Oral
ing learner should be able to: the ways ● in pairs, improvise Flash cards, questions
rhythms a. identify ways of creating of rhythmic recorded rhythms Aural
rhythm for skill improvisin accompaniment to songs, Items that method
development, g
produce constant Rubrics
b. improvise rhythmic rhythms?
beat Observatio
accompaniment for songs,
c. appreciate rhythmic
n
improvisation for rhythmic KLB Visionary Adjudicati
development. Music Activities on
Grade 2 Teachers
guide pg. 71-73
2 Improvis By the end of the lesson, the What are Learner is guided to: Relevant songs Oral
ing learner should be able to: the ways ● in pairs, improvise Flash cards, questions
rhythms a. identify ways of creating of rhythmic recorded rhythms Aural
rhythm for skill improvisin accompaniment to songs, Items that method
development, g
produce constant Rubrics
b. improvise rhythmic rhythms?
beat Observatio
accompaniment for songs,
c. appreciate rhythmic
n
improvisation for rhythmic KLB Visionary Adjudicati
development. Music Activities on
Grade 2 Teachers
guide pg. 71-73
3 Improvis By the end of the lesson, the What are Learner is guided to: Relevant songs Oral
ing learner should be able to: the ways ● in pairs, improvise Flash cards, questions
rhythms a. identify ways of creating of rhythmic recorded rhythms Aural
rhythm for skill improvisin accompaniment to songs, Items that method
development, g
produce constant Rubrics
b. improvise rhythmic rhythms?
beat Observatio
accompaniment for songs,
c. appreciate rhythmic
n
improvisation for rhythmic KLB Visionary Adjudicati
development. Music Activities on
Grade 2 Teachers
guide pg. 71-73

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 4- Making By the end of the lesson, the How do we Learner is guided to: Know more art Observatio
5 paper learner should be able to: make ● select locally reusable and craft, TG n
hats a. identify materials for paper paper for
hats? making paper hats while Book Grade 3 pg. Oral
making paper hats,
b. make paper hats using observing 92-97 questions
folding and pleating for hygiene, Assorted paper, discussion
use in rhythmic chant ● make paper hats using cutting tools, s
performance, folding and adhesives, rulers,
c. appreciate making paper pleating techniques ICT devices
hats of different shapes.
6- Making By the end of the lesson, the How do we Learner is guided to: Know more art Observatio
7 paper learner should be able to: make ● select locally reusable and craft, TG n
hats a. identify materials for paper paper for
hats? making paper hats while Book Grade 3 pg. Oral
making paper hats,
b. make paper hats using observing 92-97 questions
folding and pleating for hygiene, Assorted paper, discussion
use in rhythmic chant ● make paper hats using cutting tools, s
performance, folding and adhesives, rulers,
c. appreciate making paper pleating techniques ICT devices
hats of different shapes.
6 1- Reciting By the end of the lesson, the What is a Learner is guided to: Relevant songs Oral
2 rhythms learner should be able to: rhythmic ● in groups, search for Flash cards, questions
a. identify a rhythmic chant chant? appropriate recorded rhythms Aural
for performance. rhythmic chants for Items that method
b. recite rhythmic chants for performance
produce constant Rubrics
rhythmic development, ● individually, recite
rhythmic chants as they
beat Observatio
c. appreciate rhythmic
improvisation for rhythmic make body movements, n
development. ● in groups, recite KLB Visionary Adjudicati
rhythmic chants as Music Activities on
they make body Grade 2 Teachers
movements in their guide pg. 73-76
costumes (paper hats)
and perform
before an audience,

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 3 Melody Melodic By the end of the lesson, the How are Learner is guided to: A repertoire of Oral
tunes learner should be able to: melodies ● individually, listen to simple familiar questions
a. identify short melodic varied? simple familiar tunes Aural
sentences in simple tunes tunes availed to them and ICT devices and method
for skill development, sing along, equipment Rubrics
b. Listen to familiar tunes Observatio
and sing along them. KLB Visionary Music n
c. appreciate simple phrases Activities Grade 2 Adjudicatio
in forming a melody. Teachers guide pg. n
78-79
4 Melodic By the end of the lesson, the How are Learner is guided to: A repertoire of Oral
tunes learner should be able to: melodies ● individually, listen to simple familiar questions
a. identify short melodic varied? simple familiar tunes Aural
sentences in simple tunes tunes availed to them and ICT devices and method
for skill development, sing along, equipment Rubrics
b. Listen to familiar tunes Observatio
and sing along them. KLB Visionary Music n
c. appreciate simple phrases Activities Grade 2 Adjudicatio
in forming a melody. Teachers guide pg. n
78-79
5 Melodic By the end of the lesson, the How are Learner is guided to: A repertoire of Oral
tunes learner should be able to: melodies ● individually, listen to simple familiar questions
a. identify short melodic varied? simple familiar tunes Aural
sentences in simple tunes tunes availed to them and ICT devices and method
for skill development, sing along, equipment Rubrics
b. Listen to familiar tunes Observatio
and sing along them. KLB Visionary Music n
c. appreciate simple phrases Activities Grade 2 Adjudicatio
in forming a melody. Teachers guide pg. n
78-79
6- Singing By the end of the lesson, the What is a Learner is guided to: ICT devices and Oral
7 familiar learner should be able to: tune? ● in groups, sing simple equipment questions
tunes a. identify short melodic familiar tunes Aural
sentences in simple tunes and identify melodic KLB Visionary Music method
for skill development, sentences Activities Grade 2 Rubrics
b. sing simple melodic (similar and different Teachers guide pg. Observatio
sentences for shape phrases) 83-85 n
recognition, Adjudicatio
c. appreciate simple phrases n
in forming a melody.

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7 1 Singing By the end of the lesson, the What is a Learner is guided to: ICT devices and Oral
familiar learner should be able to: tune? ● in groups, sing simple equipment questions
tunes a. identify short melodic familiar tunes Aural
sentences in simple tunes and identify melodic KLB Visionary Music method
for skill development, sentences Activities Grade 2 Rubrics
b. sing simple melodic (similar and different Teachers guide pg. Observatio
sentences for shape phrases) 83-85 n
recognition, Adjudicatio
c. appreciate simple phrases n
in forming a melody.
2 Singing By the end of the lesson, the What is a Learner is guided to: ICT devices and Oral
familiar learner should be able to: tune? ● individually, imitate equipment questions
tunes a. identify short melodic simple familiar Aural
sentences in simple tunes tunes played to them KLB Visionary Music method
for skill development, (humming, Activities Grade 2 Rubrics
b. imitate simple melodies whistling, miming, among Teachers guide pg. Observatio
for enjoyment, others) 83-85 n
c. appreciate simple phrases Adjudicatio
in forming a melody. n
3 Singing By the end of the lesson, the What is a Learner is guided to: ICT devices and Oral
familiar learner should be able to: tune? ● individually, imitate equipment questions
tunes a. identify short melodic simple familiar Aural
sentences in simple tunes tunes played to them KLB Visionary Music method
for skill development, (humming, Activities Grade 2 Rubrics
b. imitate simple melodies whistling, miming, among Teachers guide pg. Observatio
for enjoyment, others) 83-85 n
c. appreciate simple phrases Adjudicatio
in forming a melody. n
4- Practica Using By the end of the lesson, the How can Learner is guided to: Identical glass Signed
5 l shapes learner should be able to: we identify ● in pairs, use basic bottles questions,
to a. name the basic shapes, melodic shapes to identify water portfolio,
identify b. use basic shapes for sentences melodic sentences which ICT equipment observation
melodic representation of melodic using are similar sticks for hitting , check
sentence sentences in simple shapes? and different, (similar and bottles lists,
s songs, different Klb Visionary adjudicatio
c. appreciate simple phrases phrases) Music Act. n using
in forming a melody. Teachers guide performanc
Grade 3 pg.82-84 e rubric

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 6- Practica Using By the end of the lesson, the How can Learner is guided to: Identical glass Signed
7 l shapes learner should be able to: we identify ● in pairs, use basic bottles questions,
to a. name the basic shapes, melodic shapes to identify water portfolio,
identify b. use basic shapes for sentences melodic sentences which ICT equipment observation
melodic representation of melodic using are similar sticks for hitting , check
sentence sentences in simple shapes? and different, (similar and bottles lists,
s songs, different Klb Visionary adjudicatio
c. appreciate simple phrases phrases) Music Act. n using
in forming a melody. Teachers guide performanc
Grade 3 pg.82-84 e rubric
8 1 Pitch By the end of the lesson, the What is Learner is guided to: Digital devices Signed
learner should be able to: pitch? ● in pairs, listen to simple Recordings of questions,
a. define the term pitch, songs and different voices portfolio,
b. Listen to a song and take turns to identify observatio
identify highness and highness and Klb Visionary n, check
lowness lowness, Music Act. lists,
c. appreciate simple phrases Teachers guide
in forming a melody.
adjudicati
Grade 3 pg.88-89 on using
performan
ce rubric
2 Pitch By the end of the lesson, the What is Learner is guided to: Digital devices Signed
learner should be able to: pitch? ● in pairs, listen to simple Recordings of questions,
a. define the term pitch, songs and different voices portfolio,
b. Listen to a song and take turns to identify observatio
identify highness and highness and Klb Visionary n, check
lowness lowness, Music Act. lists,
c. appreciate simple phrases Teachers guide
in forming a melody.
adjudicati
Grade 3 pg.88-89 on using
performan
ce rubric

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 3 Pitch By the end of the lesson, the What is Learner is guided to: Digital devices Signed
learner should be able to: pitch? ● in pairs, listen to simple Recordings of questions,
a. define the term pitch, songs and different voices portfolio,
b. Listen to a song and take turns to identify observatio
identify highness and highness and Klb Visionary n, check
lowness lowness, Music Act. lists,
c. appreciate simple phrases Teachers guide
in forming a melody.
adjudicati
Grade 3 pg.88-89 on using
performan
ce rubric
4- Using By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
5 body learner should be able to: we use our ● in groups, sing simple of a variety of songs questions,
moveme a. identify the different body songs and • Audio visual portfolio,
nts in movement make varied body equipment observation,
types of body
• Musical instruments check lists,
melody movements, in melodic movements to
• Music print material adjudication
b. make body movements to phrases? represent melodic i.e. Music scores of using
represent different phrases in the song songs and the Kenya performance
melodic phrases in simple and record the National Anthem rubric
songs, performances.
c. appreciate simple phrases KLB Visionary
in forming a melody. Music Act. T.G
Grade 1 pg. 66-68
6-
7 HALF TERM
9 1 Using By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
body learner should be able to: we use our ● in groups, sing simple of a variety of songs questions,
moveme a. identify the different body songs and • Audio visual portfolio,
nts in movement make varied body equipment observation,
types of body
• Musical instruments check lists,
melody movements, in melodic movements to
• Music print material adjudication
b. make body movements to phrases? represent melodic i.e. Music scores of using
represent different phrases in the song songs and the Kenya performance
melodic phrases in simple and record the National Anthem rubric
songs, performances.
c. appreciate simple phrases KLB Visionary
in forming a melody. Music Act. T.G
Grade 1 pg. 66-68

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 2 Using By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
body learner should be able to: we use our ● in groups, sing simple of a variety of songs questions,
moveme a. identify the different body songs and • Audio visual portfolio,
nts in movement make varied body equipment observation,
types of body
• Musical instruments check lists,
melody movements, in melodic movements to
• Music print material adjudication
b. make body movements to phrases? represent melodic i.e. Music scores of using
represent different phrases in the song songs and the Kenya performance
melodic phrases in simple and record the National Anthem rubric
songs, performances.
c. appreciate simple phrases KLB Visionary
in forming a melody. Music Act. T.G
Grade 1 pg. 66-68
3 PERFOR Turning By the end of the lesson, the In which Learner is guided to: Field markers, field, Observatio
MANCE Directio learner should be able to: directions ● in groups, turn and talk bean bags, and n 2.Oral
AND ns a. identify the different does the about ropes questions
DISPLAY directions of performing body turn? various directions of Digital devices such Observatio
turning through practice, turning (left as computers and n
b. Observe pictures of right, half, combination, mobile phones
turning in different full), Video clip of
directions, animals turning for
c. appreciate turning as a example the
basic skill for body donkeys, dog’s cats
coordination. and lions
Foundation
movement
activities Teachers
guide Grade 2 pg.
67-76
4- Making By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
5 simple learner should be able to: we make ● in groups, identify and singing games questions,
costume a. identify materials for simple collect • Audio-visual portfolio,
s costumes? locally available materials equipment observation,
making costumes,
• Costumes and adjudication,
b. assemble locally available that can
props check lists
materials for making a be used to make simple,
costume, costumes KLB Visionary
c. appreciate turning as a for using, Music Act. T.G
basic skill for body Grade 1 pg. 34-37
coordination.

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 6- Making By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
7 simple learner should be able to: we make ● make simple costumes singing games questions,
costume a. identify materials for simple to be used • Audio-visual portfolio,
s costumes? for turning using the equipment observation,
making costumes,
• Costumes and adjudication,
b. assemble locally locally
props check lists
available materials for available materials,
making a costume, KLB Visionary
c. appreciate turning as a Music Act. T.G
basic skill for body Grade 1 pg. 34-37
coordination.
10 1- Making By the end of the lesson, the How can Learner is guided to: Audio-visual excerpts Signed
2 simple learner should be able to: we make ● make simple costumes singing games questions,
costume a. identify materials for simple to be used • Audio-visual portfolio,
s costumes? for turning using the equipment observation,
making costumes,
• Costumes and adjudication,
b. make simple costumes to locally
props check lists
be used while turning in available materials,
different directions, KLB Visionary
c. appreciate turning as a Music Act. T.G
basic skill for body Grade 1 pg. 34-37
coordination.
3- Making By the end of the lesson, the How can Audio-visual excerpts Signed
4 simple learner should be able to: we make singing games questions,
costume a. identify materials for simple • Audio-visual portfolio,
s costumes? equipment observation,
making costumes,
• Costumes and adjudication,
b. make simple costumes to props check lists
be used while turning in
different directions, KLB Visionary
c. appreciate turning as a Music Act. T.G
basic skill for body Grade 1 pg. 34-37
coordination.

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 5 Turning By the end of the lesson, the What is Learner is guided to: Field markers, field, Observatio
in learner should be able to: turning? ● individually perform bean bags, and n 2.Oral
different a. identify the different turning in ropes questions
direction directions of performing different directions (left, Digital devices such Observatio
s -left turning through practice, right, half, as computers and n
right b. perform turning in combination, full) mobile phones
different directions for Video clip of
body coordination, animals turning for
c. appreciate turning as a example the
basic skill for body donkeys, dog’s cats
coordination. and lions
Foundation
movement
activities Teachers
guide Grade 2 pg.
67-76
6 Turning By the end of the lesson, the What is Learner is guided to: Field markers, field, Observatio
in learner should be able to: turning? ● individually perform bean bags, and n 2.Oral
different a. identify the different turning in ropes questions
direction directions of performing different directions (left, Digital devices such Observatio
s -left turning through practice, right, half, as computers and n
right b. perform turning in combination, full) mobile phones
different directions for Video clip of
body coordination, animals turning for
c. appreciate turning as a example the
basic skill for body donkeys, dog’s cats
coordination. and lions
Foundation
movement
activities Teachers
guide Grade 2 pg.
67-76

17 | P a g e
 7 Half By the end of the lesson, the What is Learner is guided to: Field markers, field, Observatio
learner should be able to: turning? ● individually perform bean bags, and n 2.Oral
a. identify the different turning in ropes questions
directions of performing different directions (left, Digital devices such Observatio
turning through practice, right, half, as computers and n
b. perform turning in different combination, full) mobile phones
directions for body Video clip of
coordination, animals turning for
c. appreciate turning as a example the
basic skill for body donkeys, dog’s cats
coordination. and lions
Foundation
movement
activities Teachers
guide Grade 2 pg.
67-76
11 1 Combina By the end of the lesson, the What is Learner is guided to: Field markers, field, Observatio
tion learner should be able to: turning? ● individually perform bean bags, and n 2.Oral
a. identify the different turning in ropes questions
directions of performing different directions (left, Digital devices such Observatio
turning through practice, right, half, as computers and n
b. perform turning in combination, full) mobile phones
different directions for Video clip of
body coordination, animals turning for
c. appreciate turning as a example the
basic skill for body donkeys, dog’s cats
coordination. and lions
Foundation
movement
activities Teachers
guide Grade 2 pg.
67-76

18 | P a g e
 2 Full By the end of the lesson, the What is Learner is guided to: Field markers, field, Observatio
learner should be able to: turning? ● individually perform bean bags, and n 2.Oral
a. identify the different turning in ropes questions
directions of performing different directions (left, Digital devices such Observatio
turning through practice, right, half, as computers and n
b. perform turning in combination, full) mobile phones
different directions for Video clip of
body coordination, animals turning for
c. appreciate turning as a example the
basic skill for body donkeys, dog’s cats
coordination. and lions
Foundation
movement
activities Teachers
guide Grade 2 pg.
67-76
3- Turning By the end of the lesson, the What are Learner is guided to: Field markers, field, Observatio
4 in learner should be able to: the ● in groups, perform bean bags, and n 2.Oral
different a. perform turning in directions turning in ropes questions
direction different directions for in turning? different directions (left, Digital devices such Observatio
s body coordination, right and as computers and n
b. sing songs while making combination, full) mobile phones
patterns using turning in ● sing action songs and Video clip of
different directions, make patterns animals turning for
c. appreciate turning as a while turning in different example the
basic skill for body directions, donkeys, dog’s cats
coordination. ● Individually, practice and lions
turning for Foundation
enjoyment. movement
activities Teachers
guide Grade 2 pg.
67-76

19 | P a g e
 5 Turning By the end of the lesson, the What are Learner is guided to: Field markers, field, Observatio
in learner should be able to: the ● in groups, perform bean bags, and n 2.Oral
different a. perform turning in directions turning in ropes questions
direction different directions for in turning? different directions (left, Digital devices such Observatio
s body coordination, right and as computers and n
b. sing songs while making combination, full) mobile phones
patterns using turning in ● sing action songs and Video clip of
different directions, make patterns animals turning for
c. appreciate turning as a while turning in different example the
basic skill for body directions, donkeys, dog’s cats
coordination. ● Individually, practice and lions
turning for Foundation
enjoyment. movement
activities Teachers
guide Grade 2 pg.
67-76
6 Turning By the end of the lesson, the What are Learner is guided to: Field markers, field, Observatio
in learner should be able to: the ● in groups, perform bean bags, and n 2.Oral
different a. perform turning in directions turning in ropes questions
pathway different pathways for in turning? different pathways Digital devices such Observatio
s body coordination, (line, circular, curved, as computers and n
b. sing songs while making zigzag), mobile phones
patterns using turning in ● sing action songs and Video clip of
different directions make patterns animals turning for
c. appreciate turning as a while turning in different example the
basic skill for body directions, donkeys, dog’s cats
coordination. ● Individually, practice and lions
turning for Foundation
enjoyment. movement
activities Teachers
guide Grade 2 pg.
67-76

20 | P a g e
 7 Turning By the end of the lesson, the What are Learner is guided to: Field markers, field, Observatio
in learner should be able to: the ● in groups, perform bean bags, and n 2.Oral
different a. perform turning in directions turning in ropes questions
pathway different pathways for in turning? different pathways Digital devices such Observatio
s body coordination, (line, circular, curved, as computers and n
b. sing songs while making zigzag), mobile phones
patterns using turning in ● sing action songs and Video clip of
different directions make patterns animals turning for
c. appreciate turning as a while turning in different example the
basic skill for body directions, donkeys, dog’s cats
coordination. ● Individually, practice and lions
turning for Foundation
enjoyment. movement
activities Teachers
guide Grade 2 pg.
67-76
12 REVISION EXERCISE
13
ASSESSMENT/CLOSING

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