CBE · Lower Primary
Grade 1 Movement and Creative Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Movement and Creative Activities scheme of work for Grade 1 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 1
- Subject
- Movement and Creative Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 1 Movement and Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND EXECUTING
Jumping · Drawing · Stretching · Stretching - Stretching positions (standing, sitting, kneeling and lying). · Painting and Colouring · Painting and Colouring - Water · Painting and Colouring - Tools (crayons, palette, and brushes). · Melody · Melody - Echoing melodic patterns
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: identify different ways of jumping for body agility. | The learner is guided to: watch a video clip or a demonstration on jumping activities. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: improvise objects to be used for jumping. | The learner is guided to: practise different ways of jumping with peers. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: jump in different ways for coordination. | The learner is guided to: identify and collect locally available materials for improvising objects to be used in jumping while observing safety. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: sing songs while jumping for fun. | The learner is guided to: jump high for height and far in different directions. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: appreciate jumping for enjoyment while observing safety. | The learner is guided to: collaboratively sing songs while jumping high and far in different ways. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: identify different ways of jumping for body agility. | The learner is guided to: talk about their own and others' performance in jumping activities. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: improvise objects to be used for jumping. | The learner is guided to: watch a video clip or a demonstration on jumping activities. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: jump in different ways for coordination. | The learner is guided to: practise different ways of jumping with peers. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: sing songs while jumping for fun. | The learner is guided to: identify and collect locally available materials for improvising objects to be used in jumping while observing safety. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: appreciate jumping for enjoyment while observing safety. | The learner is guided to: jump high for height and far in different directions. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: identify different ways of jumping for body agility. | The learner is guided to: collaboratively sing songs while jumping high and far in different ways. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: improvise objects to be used for jumping. | The learner is guided to: talk about their own and others' performance in jumping activities. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: jump in different ways for coordination. | The learner is guided to: watch a video clip or a demonstration on jumping activities. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CREATING AND EXECUTING | Jumping | By the end of the lesson, the learner should be able to: sing songs while jumping for fun. | The learner is guided to: practise different ways of jumping with peers. | Why is jumping activities important as a physical activity?; Which objects can be improvised for use in jumping activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: identify lines in their immediate environment. | The learner is guided to: observe actual and virtual pictures and identify lines. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: draw lines in different positions. | The learner is guided to: collaboratively explore the school environment to identify straight, wavy and zigzag lines. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: draw patterns using line. | The learner is guided to: observe to recognise straight, wavy and zigzag lines within the environment. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: appreciate drawing pictures for expression. | The learner is guided to: select appropriate materials for drawing such as coloured pencils, crayons, charcoal among others. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: identify lines in their immediate environment. | The learner is guided to: draw various lines in the environment. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: draw lines in different positions. | The learner is guided to: draw lines in different positions; vertical, diagonal and horizontal using varied dry media. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: draw patterns using line. | The learner is guided to: draw regular and irregular shapes within the environment. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: appreciate drawing pictures for expression. | The learner is guided to: draw simple pictures using line, shape for enjoyment. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: identify lines in their immediate environment. | The learner is guided to: show and talk about own and others’ drawing for feedback. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: draw lines in different positions. | The learner is guided to: observe actual and virtual pictures and identify lines. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: draw patterns using line. | The learner is guided to: collaboratively explore the school environment to identify straight, wavy and zigzag lines. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: appreciate drawing pictures for expression. | The learner is guided to: observe to recognise straight, wavy and zigzag lines within the environment. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: identify lines in their immediate environment. | The learner is guided to: select appropriate materials for drawing such as coloured pencils, crayons, charcoal among others. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | CREATING AND EXECUTING | Drawing | By the end of the lesson, the learner should be able to: draw lines in different positions. | The learner is guided to: draw various lines in the environment. | What tools are used in drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | CREATING AND EXECUTING | Stretching | By the end of the lesson, the learner should be able to: identify body parts involved in stretching. | The learner is guided to: talk about body parts involved in stretching. | Why is stretching important as a physical activity? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | CREATING AND EXECUTING | Stretching - Stretching positions (standing, sitting, kneeling and lying). | By the end of the lesson, the learner should be able to: perform stretching in different directions for flexibility. | The learner is guided to: demonstrate stretching in different directions with peers. | Why is stretching important as a physical activity? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 1 Movement and Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND EXECUTING
Melody · Melody - Echoing melodic patterns · Pattern Making · Pattern Making - Letter patterns
PERFORMING AND DISPLAY
Throwing and Catching · Throwing and Catching - Improvising a ball · Throwing and Catching - Throwing · Throwing and Catching - Catching · Paper Craft · Log Roll and T- Balance · Songs · Songs - Message of
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: identify sounds as melodic or non melodic for aural discrimination. | The learner is guided to: collaboratively listen to a variety of sounds and identify them as melodic or non-melodic. | Why is it importrant to create melodies? or | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CREATING AND EXECUTING | Melody - Echoing melodic patterns | By the end of the lesson, the learner should be able to: aurally recognise like and unlike passages in short melodies. | The learner is guided to: listen to songs and aurally identify the passages as like or unlike. | Why is it importrant to create melodies? or | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: echo simple melodic patterns by singing or humming for aural skill development. | The learner is guided to: listen to age appropriate live or recorded melodic patterns and imitate through singing humming with accuracy in pitch. | Why is it importrant to create melodies? or | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: enjoy replicating melodic passages for aural discrimination. | The learner is guided to: collaboratively listen to a variety of sounds and identify them as melodic or non-melodic. | Why is it importrant to create melodies? or | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: identify sounds as melodic or non melodic for aural discrimination. | The learner is guided to: listen to songs and aurally identify the passages as like or unlike. | Why is it importrant to create melodies? or | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: aurally recognise like and unlike passages in short melodies. | The learner is guided to: listen to age appropriate live or recorded melodic patterns and imitate through singing humming with accuracy in pitch. | Why is it importrant to create melodies? or | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: echo simple melodic patterns by singing or humming for aural skill development. | The learner is guided to: collaboratively listen to a variety of sounds and identify them as melodic or non-melodic. | Why is it importrant to create melodies? or | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: enjoy replicating melodic passages for aural discrimination. | The learner is guided to: listen to songs and aurally identify the passages as like or unlike. | Why is it importrant to create melodies? or | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: identify sounds as melodic or non melodic for aural discrimination. | The learner is guided to: listen to age appropriate live or recorded melodic patterns and imitate through singing humming with accuracy in pitch. | Why is it importrant to create melodies? or | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CREATING AND EXECUTING | Pattern Making | By the end of the lesson, the learner should be able to: By the end of the Sub Strand the learner should be able to. | The learner is guided to: explore virtual and actual source to identify letter and numeral patterns. | How is a pattern made? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | CREATING AND EXECUTING | Pattern Making - Letter patterns | By the end of the lesson, the learner should be able to: recognise patterns made using numeral and letters. | The learner is guided to: create pattern using letters on a line. | How is a pattern made? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | CREATING AND EXECUTING | Pattern Making | By the end of the lesson, the learner should be able to: create patterns using letters. | The learner is guided to: make a pattern using numerals on a line. | How is a pattern made? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CREATING AND EXECUTING | Pattern Making | By the end of the lesson, the learner should be able to: make a pattern using numerals. | The learner is guided to: display and talk about patterns created by self and others. | How is a pattern made? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CREATING AND EXECUTING | Pattern Making | By the end of the lesson, the learner should be able to: enjoy making patterns for expression. | The learner is guided to: explore virtual and actual source to identify letter and numeral patterns. | How is a pattern made? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CREATING AND EXECUTING | Pattern Making | By the end of the lesson, the learner should be able to: By the end of the Sub Strand the learner should be able to. | The learner is guided to: create pattern using letters on a line. | How is a pattern made? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CREATING AND EXECUTING | Pattern Making | By the end of the lesson, the learner should be able to: recognise patterns made using numeral and letters. | The learner is guided to: make a pattern using numerals on a line. | How is a pattern made? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | CREATING AND EXECUTING | Pattern Making | By the end of the lesson, the learner should be able to: create patterns using letters. | The learner is guided to: display and talk about patterns created by self and others. | How is a pattern made? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | CREATING AND EXECUTING | Pattern Making | By the end of the lesson, the learner should be able to: make a pattern using numerals. | The learner is guided to: explore virtual and actual source to identify letter and numeral patterns. | How is a pattern made? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CREATING AND EXECUTING | Pattern Making | By the end of the lesson, the learner should be able to: enjoy making patterns for expression. | The learner is guided to: create pattern using letters on a line. | How is a pattern made? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | PERFORMING AND DISPLAY | Throwing and Catching | By the end of the lesson, the learner should be able to: By the end of the Sub The Strand, the learner should be able to:. | The learner is guided to: collect locally available reusable materials to be used for making a ball while observing hygiene. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PERFORMING AND DISPLAY | Throwing and Catching - Improvising a ball | By the end of the lesson, the learner should be able to: identify materials used to improvise a ball. | The learner is guided to: make an appropriate ball using collected materials. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PERFORMING AND DISPLAY | Throwing and Catching - Throwing | By the end of the lesson, the learner should be able to: improvise a ball from locally available materials. | The learner is guided to: practise throwing and catching activities with peers while observing safety. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | PERFORMING AND DISPLAY | Throwing and Catching - Catching | By the end of the lesson, the learner should be able to: perform throwing and catching activities for skill acquisition of the game. | The learner is guided to: play simple games on throwing and catching a ball. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | PERFORMING AND DISPLAY | Throwing and Catching | By the end of the lesson, the learner should be able to: appreciate each other’s effort in throwing and catching a ball. | The learner is guided to: collect locally available reusable materials to be used for making a ball while observing hygiene. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PERFORMING AND DISPLAY | Throwing and Catching | By the end of the lesson, the learner should be able to: By the end of the Sub The Strand, the learner should be able to:. | The learner is guided to: make an appropriate ball using collected materials. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PERFORMING AND DISPLAY | Throwing and Catching | By the end of the lesson, the learner should be able to: identify materials used to improvise a ball. | The learner is guided to: practise throwing and catching activities with peers while observing safety. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PERFORMING AND DISPLAY | Throwing and Catching | By the end of the lesson, the learner should be able to: improvise a ball from locally available materials. | The learner is guided to: play simple games on throwing and catching a ball. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | PERFORMING AND DISPLAY | Throwing and Catching | By the end of the lesson, the learner should be able to: perform throwing and catching activities for skill acquisition of the game. | The learner is guided to: collect locally available reusable materials to be used for making a ball while observing hygiene. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | PERFORMING AND DISPLAY | Throwing and Catching | By the end of the lesson, the learner should be able to: appreciate each other’s effort in throwing and catching a ball. | The learner is guided to: make an appropriate ball using collected materials. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | PERFORMING AND DISPLAY | Throwing and Catching | By the end of the lesson, the learner should be able to: By the end of the Sub The Strand, the learner should be able to:. | The learner is guided to: practise throwing and catching activities with peers while observing safety. | Which direction is easier to throw and catch the ball from during play? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 1 Movement and Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PERFORMING AND DISPLAY
Songs · Songs - Message of · Modelling · Percussion Musical Instruments · Percussion Musical Instruments - Improvising a shaker · Percussion Musical Instruments - Methods of playing a shaker-shaking, hitting, scrapping
APPRECIATION
Musical Sounds · Musical Sounds - Sources of sound- Birds, animals, humans and objects · Musical Sounds - Elements of music: Volume-Loud or soft sound, Speed- Fast/slow sound Pitch-High or low sound · Musical Sounds - Mood of song · Water safety awareness · Water safety awareness - Montage
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | PERFORMING AND DISPLAY | Songs | By the end of the lesson, the learner should be able to: describe the message in an action song. | The learner is guided to: watch live or recorded performnces of age appropriate action songs and imitate the performances. | Why do we sing with actions? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | PERFORMING AND DISPLAY | Songs - Message of | By the end of the lesson, the learner should be able to: sing action songs in unison applying performance techniques. | The learner is guided to: collaboratively listen to or perform action songs based on. | Why do we sing with actions? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | PERFORMING AND DISPLAY | Songs | By the end of the lesson, the learner should be able to: describe the message in an action song. | The learner is guided to: watch live or recorded performnces of age appropriate action songs and imitate the performances. | Why do we sing with actions? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | PERFORMING AND DISPLAY | Songs | By the end of the lesson, the learner should be able to: sing action songs in unison applying performance techniques. | The learner is guided to: collaboratively listen to or perform action songs based on. | Why do we sing with actions? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | PERFORMING AND DISPLAY | Songs | By the end of the lesson, the learner should be able to: describe the message in an action song. | The learner is guided to: watch live or recorded performnces of age appropriate action songs and imitate the performances. | Why do we sing with actions? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | PERFORMING AND DISPLAY | Songs | By the end of the lesson, the learner should be able to: sing action songs in unison applying performance techniques. | The learner is guided to: collaboratively listen to or perform action songs based on. | Why do we sing with actions? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PERFORMING AND DISPLAY | Songs | By the end of the lesson, the learner should be able to: describe the message in an action song. | The learner is guided to: watch live or recorded performnces of age appropriate action songs and imitate the performances. | Why do we sing with actions? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PERFORMING AND DISPLAY | Songs | By the end of the lesson, the learner should be able to: sing action songs in unison applying performance techniques. | The learner is guided to: collaboratively listen to or perform action songs based on. | Why do we sing with actions? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PERFORMING AND DISPLAY | Songs | By the end of the lesson, the learner should be able to: describe the message in an action song. | The learner is guided to: watch live or recorded performnces of age appropriate action songs and imitate the performances. | Why do we sing with actions? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: identify items modelled using pinch method. | The learner is guided to: observe actual or virtual items modelled using pinch method. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: identify materials and tools used in modelling. | The learner is guided to: collect materials and tools for use in pinch method modelling. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: model items using pinch method. | The learner is guided to: model simple objects using the pinch method. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: appreciate pinching as a technique of modelling. | The learner is guided to: showcase , talk about and own and others’ work. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: identify items modelled using pinch method. | The learner is guided to: observe actual or virtual items modelled using pinch method. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: identify materials and tools used in modelling. | The learner is guided to: collect materials and tools for use in pinch method modelling. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: model items using pinch method. | The learner is guided to: model simple objects using the pinch method. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: appreciate pinching as a technique of modelling. | The learner is guided to: showcase , talk about and own and others’ work. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: identify items modelled using pinch method. | The learner is guided to: observe actual or virtual items modelled using pinch method. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: identify materials and tools used in modelling. | The learner is guided to: collect materials and tools for use in pinch method modelling. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: model items using pinch method. | The learner is guided to: model simple objects using the pinch method. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: appreciate pinching as a technique of modelling. | The learner is guided to: showcase , talk about and own and others’ work. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: identify items modelled using pinch method. | The learner is guided to: observe actual or virtual items modelled using pinch method. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | PERFORMING AND DISPLAY | Modelling | By the end of the lesson, the learner should be able to: identify materials and tools used in modelling. | The learner is guided to: collect materials and tools for use in pinch method modelling. | What items in Inquiry Corner, are modelled using the pinch method?; What materials and tools are used for modelling?; What items would you like to model? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | PERFORMING AND DISPLAY | Percussion Musical Instruments | By the end of the lesson, the learner should be able to: identify percussion musical instruments from diverse Kenyan communities. | The learner is guided to: search for percussion instruments from print and electronic media and identify them by name. | Why are percussion musical instruments played? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PERFORMING AND DISPLAY | Percussion Musical Instruments - Improvising a shaker | By the end of the lesson, the learner should be able to: improvise a percussion musical instrument using locally available materials. | The learner is guided to: responsibly collect appropriate locally available materials and improvise shakers or jingles. | Why are percussion musical instruments played? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PERFORMING AND DISPLAY | Percussion Musical Instruments - Methods of playing a shaker-shaking, hitting, scrapping | By the end of the lesson, the learner should be able to: play a percussion musical instrument for enjoyment. | The learner is guided to: visit actual or virtual sites to watch or observe how percussion instruments are played. | Why are percussion musical instruments played? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PERFORMING AND DISPLAY | Percussion Musical Instruments | By the end of the lesson, the learner should be able to: appreciate percussion musical instruments from diverse Kenyan cultural communities. | The learner is guided to: play varied rhythms using shakers, jingles or drums. | Why are percussion musical instruments played? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | PERFORMING AND DISPLAY | Percussion Musical Instruments | By the end of the lesson, the learner should be able to: identify percussion musical instruments from diverse Kenyan communities. | The learner is guided to: play percussion musical instruments to accompany singing. | Why are percussion musical instruments played? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | PERFORMING AND DISPLAY | Percussion Musical Instruments | By the end of the lesson, the learner should be able to: improvise a percussion musical instrument using locally available materials. | The learner is guided to: positively talk about percussion instruments improvised by peers and self and store them for future use. | Why are percussion musical instruments played? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | PERFORMING AND DISPLAY | Percussion Musical Instruments | By the end of the lesson, the learner should be able to: play a percussion musical instrument for enjoyment. | The learner is guided to: search for percussion instruments from print and electronic media and identify them by name. | Why are percussion musical instruments played? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 1 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 1 Movement and Creative Activities so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.