CBE · Lower Primary
Grade 2 Movement and Creative Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Movement and Creative Activities scheme of work for Grade 2 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 2
- Subject
- Movement and Creative Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 2 Movement and Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND EXECUTING
Hopping · Hopping - Patterns (straight, curved, circular and zigzag) · Drawing and Painting · Drawing and Painting - Regular shape · Drawing and Painting - Colour mixing · Drawing and Painting - Painting · Rhythm and Pattern Making · Rhythm and Pattern Making - Simple words rhythmic patterns · Rhythm and Pattern Making - Shape patterns · Mosaic · Mosaic - Pasting · Mosaic - Painting
CREATING AND EXECUTING |
Turning
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: identify different directions of hopping for space awareness. | The learner is guided to: hop and talk about different directions of hopping for fitness. | Why is hopping activity 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 | |
| 1 | 2 | CREATING AND EXECUTING | Hopping - Patterns (straight, curved, circular and zigzag) | By the end of the lesson, the learner should be able to: perform hopping in different directions for agility. | The learner is guided to: demonstrate hopping in different directions and forming patterns with peers. | Why is hopping activity 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 | |
| 1 | 3 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: make pattern formations while hopping in different directions for coordination. | The learner is guided to: practise hopping in different directions and forming patterns. | Why is hopping activity 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 | |
| 1 | 4 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: appreciate hopping in different directions for fitness. | The learner is guided to: playing simple games using the hop skill while singing action songs. | Why is hopping activity 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 | |
| 1 | 5 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: identify different directions of hopping for space awareness. | The learner is guided to: hop and talk about different directions of hopping for fitness. | Why is hopping activity 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 | |
| 1 | 6 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: perform hopping in different directions for agility. | The learner is guided to: demonstrate hopping in different directions and forming patterns with peers. | Why is hopping activity 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 | |
| 1 | 7 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: make pattern formations while hopping in different directions for coordination. | The learner is guided to: practise hopping in different directions and forming patterns. | Why is hopping activity 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 | |
| 2 | 1 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: appreciate hopping in different directions for fitness. | The learner is guided to: playing simple games using the hop skill while singing action songs. | Why is hopping activity 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 | |
| 2 | 2 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: identify different directions of hopping for space awareness. | The learner is guided to: hop and talk about different directions of hopping for fitness. | Why is hopping activity 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 | |
| 2 | 3 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: perform hopping in different directions for agility. | The learner is guided to: demonstrate hopping in different directions and forming patterns with peers. | Why is hopping activity 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 | |
| 2 | 4 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: make pattern formations while hopping in different directions for coordination. | The learner is guided to: practise hopping in different directions and forming patterns. | Why is hopping activity 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 | |
| 2 | 5 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: appreciate hopping in different directions for fitness. | The learner is guided to: playing simple games using the hop skill while singing action songs. | Why is hopping activity 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 | |
| 2 | 6 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: identify different directions of hopping for space awareness. | The learner is guided to: hop and talk about different directions of hopping for fitness. | Why is hopping activity 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 | |
| 2 | 7 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: perform hopping in different directions for agility. | The learner is guided to: demonstrate hopping in different directions and forming patterns with peers. | Why is hopping activity 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 | |
| 3 | 1 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: make pattern formations while hopping in different directions for coordination. | The learner is guided to: practise hopping in different directions and forming patterns. | Why is hopping activity 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 | |
| 3 | 2 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: appreciate hopping in different directions for fitness. | The learner is guided to: playing simple games using the hop skill while singing action songs. | Why is hopping activity 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 | |
| 3 | 3 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: identify different directions of hopping for space awareness. | The learner is guided to: hop and talk about different directions of hopping for fitness. | Why is hopping activity 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 | |
| 3 | 4 | CREATING AND EXECUTING | Hopping | By the end of the lesson, the learner should be able to: perform hopping in different directions for agility. | The learner is guided to: demonstrate hopping in different directions and forming patterns with peers. | Why is hopping activity 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 | |
| 3 | 5 | CREATING AND EXECUTING | Drawing and Painting | By the end of the lesson, the learner should be able to: identify texture on surfaces. | The learner is guided to: observe virtual pictures or explore objects in the environment to identify rough and smooth texture. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting - Regular shape | By the end of the lesson, the learner should be able to: create texture on paper by rubbing on surfaces. | The learner is guided to: explore the environment to simulate different texture on objects by rubbing. | How did you create texture in your drawing?; Which tool do you mix colour on? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 7 | CREATING AND EXECUTING | Drawing and Painting - Colour mixing | By the end of the lesson, the learner should be able to: apply texture on drawn forms. | The learner is guided to: draw random doodles on plain papers. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting - Painting | By the end of the lesson, the learner should be able to: mix colour using bloating techniques. | The learner is guided to: create texture in the doodle, by rubbing on differently textured surfaces. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting | By the end of the lesson, the learner should be able to: paint regular shapes using a brush. | The learner is guided to: draw natural forms found in the environment. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting | By the end of the lesson, the learner should be able to: value drawing and painting for enjoyment. | The learner is guided to: apply appropriate texture (rough or smooth) on drawn shapes (explore different drawing tools). | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting | By the end of the lesson, the learner should be able to: identify texture on surfaces. | The learner is guided to: paint regular shapes using one colour. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting | By the end of the lesson, the learner should be able to: create texture on paper by rubbing on surfaces. | The learner is guided to: show the drawing to peers and talk about them. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting | By the end of the lesson, the learner should be able to: apply texture on drawn forms. | The learner is guided to: observe virtual pictures or explore objects in the environment to identify rough and smooth texture. | How did you create texture in your drawing?; Which tool do you mix colour on? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 7 | CREATING AND EXECUTING | Drawing and Painting | By the end of the lesson, the learner should be able to: mix colour using bloating techniques. | The learner is guided to: explore the environment to simulate different texture on objects by rubbing. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting | By the end of the lesson, the learner should be able to: paint regular shapes using a brush. | The learner is guided to: draw random doodles on plain papers. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting | By the end of the lesson, the learner should be able to: value drawing and painting for enjoyment. | The learner is guided to: create texture in the doodle, by rubbing on differently textured surfaces. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting | By the end of the lesson, the learner should be able to: identify texture on surfaces. | The learner is guided to: draw natural forms found in the environment. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 and Painting | By the end of the lesson, the learner should be able to: create texture on paper by rubbing on surfaces. | The learner is guided to: apply appropriate texture (rough or smooth) on drawn shapes (explore different drawing tools). | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 | Drawing and Painting | By the end of the lesson, the learner should be able to: apply texture on drawn forms. | The learner is guided to: paint regular shapes using one colour. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 | Drawing and Painting | By the end of the lesson, the learner should be able to: mix colour using bloating techniques. | The learner is guided to: show the drawing to peers and talk about them. | How did you create texture in your drawing?; Which tool do you mix colour on? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 7 | CREATING AND EXECUTING | Drawing and Painting | By the end of the lesson, the learner should be able to: paint regular shapes using a brush. | The learner is guided to: observe virtual pictures or explore objects in the environment to identify rough and smooth texture. | How did you create texture in your drawing?; Which tool do you mix colour on? | 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 2 Movement and Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND EXECUTING
Mosaic · Mosaic - Pasting · Mosaic - Painting · Melody · Melody - Text improvis ation · Melody - Basic shapes-circle triangle or square
Performing and Displaying
Singing Games- Western Style · Singing Games- Western Style - Aspects of a singing game; songs, game activities, costumes, props, formations, body movements and safety (Good posture, breath support, and correct physical technique) · Kicking · Plaited Ornament (single stranded) · Plaited Ornament (single stranded) - Ornament making · Egg Roll and Swan Balance
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATING AND EXECUTING | Mosaic | By the end of the lesson, the learner should be able to: recognise a mosaic picture. | The learner is guided to: observe actual or virtual images of simple mosaics to; identify mosaic, materials and tools to make a mosaic. | What do you use to paste papers in mosaic?; How do we make mosaic? | 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 | Mosaic - Pasting | By the end of the lesson, the learner should be able to: identify different types of materials and tools to be used in a mosaic. | The learner is guided to: collect materials and tools that can be used in mosaic. | What do you use to paste papers in mosaic?; How do we make mosaic? | 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 | Mosaic - Painting | By the end of the lesson, the learner should be able to: make simple mosaic for self-expression. | The learner is guided to: sort out coloured papers with emphasis on different colour. | What do you use to paste papers in mosaic?; How do we make mosaic? | 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 | Mosaic | By the end of the lesson, the learner should be able to: appreciate mosaic pictures for aesthetic awareness. | The learner is guided to: cutting out coloured papers to small pieces with emphasis on different colours; paint the surface with one colour. | What do you use to paste papers in mosaic?; How do we make mosaic? | 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 | Mosaic | By the end of the lesson, the learner should be able to: recognise a mosaic picture. | The learner is guided to: trace a form (size enough for mosaic). | What do you use to paste papers in mosaic?; How do we make mosaic? | 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 | Mosaic | By the end of the lesson, the learner should be able to: identify different types of materials and tools to be used in a mosaic. | The learner is guided to: paste the coloured paper within the drawn shape taking note of contrasting the background. | What do you use to paste papers in mosaic?; How do we make mosaic? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 7 | CREATING AND EXECUTING | Mosaic | By the end of the lesson, the learner should be able to: make simple mosaic for self-expression. | The learner is guided to: show and talk about own and others’ mosaic, work. | What do you use to paste papers in mosaic?; How do we make mosaic? | 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: identify melodic variations in simple tunes for aural discrimination. | The learner is guided to: listen to simple familiar songs with similar and varied melodic phrases and sing along or hum the tune. | How can melodies be made interesting? | 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 - Text improvis ation | By the end of the lesson, the learner should be able to: use basic shapes to represent melodic variations in a simple song. | The learner is guided to: listen to a familiar song and identify melodic phrases: similar/repeated tunes or varied tunes by singing. | How can melodies be made interesting? | 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 - Basic shapes-circle triangle or square | By the end of the lesson, the learner should be able to: improvise new words to existing tunes for self-expression. | The learner is guided to: use basic shapes (circle, triangle or square) to identify similar tunes and those that are different in a short song. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: enjoy improvising text to familiar tunes. | The learner is guided to: listen to simple familiar songs and sing along. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: value melodic variation in creating a melody. | The learner is guided to: select and fit appropriate text to an existing tune. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: identify melodic variations in simple tunes for aural discrimination. | The learner is guided to: perform the song with the new words before peers for feedback. | How can melodies be made interesting? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 7 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: use basic shapes to represent melodic variations in a simple song. | The learner is guided to: record the performances for future reference. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: improvise new words to existing tunes for self-expression. | The learner is guided to: listen to simple familiar songs with similar and varied melodic phrases and sing along or hum the tune. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: enjoy improvising text to familiar tunes. | The learner is guided to: listen to a familiar song and identify melodic phrases: similar/repeated tunes or varied tunes by singing. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: value melodic variation in creating a melody. | The learner is guided to: use basic shapes (circle, triangle or square) to identify similar tunes and those that are different in a short song. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: identify melodic variations in simple tunes for aural discrimination. | The learner is guided to: listen to simple familiar songs and sing along. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: use basic shapes to represent melodic variations in a simple song. | The learner is guided to: select and fit appropriate text to an existing tune. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: improvise new words to existing tunes for self-expression. | The learner is guided to: perform the song with the new words before peers for feedback. | How can melodies be made interesting? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 7 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: enjoy improvising text to familiar tunes. | The learner is guided to: record the performances for future reference. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: value melodic variation in creating a melody. | The learner is guided to: listen to simple familiar songs with similar and varied melodic phrases and sing along or hum the tune. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: identify melodic variations in simple tunes for aural discrimination. | The learner is guided to: listen to a familiar song and identify melodic phrases: similar/repeated tunes or varied tunes by singing. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: use basic shapes to represent melodic variations in a simple song. | The learner is guided to: use basic shapes (circle, triangle or square) to identify similar tunes and those that are different in a short song. | How can melodies be made interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: improvise new words to existing tunes for self-expression. | The learner is guided to: listen to simple familiar songs and sing along. | How can melodies be made interesting? | 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 Displaying | Singing Games- Western Style | By the end of the lesson, the learner should be able to: identify singing games in Western style. | The learner is guided to: watch a live or recorded performance of singing games and identify singing games in Western style. | Why is it good to perform singing games from other cultures? | 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 Displaying | Singing Games- Western Style - Aspects of a singing game; songs, game activities, costumes, props, formations, body movements and safety (Good posture, breath support, and correct physical technique) | By the end of the lesson, the learner should be able to: sing appropriate game songs in Western style. | The learner is guided to: imitate the songs and body movements used in the Western singing games. | Why is it good to perform singing games from other cultures? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 7 | Performing and Displaying | Singing Games- Western Style | By the end of the lesson, the learner should be able to: use props in performing a singing game in Western style. | The learner is guided to: talk about how to keep safe when performing singing games. | Why is it good to perform singing games from other cultures? | 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 Displaying | Singing Games- Western Style | By the end of the lesson, the learner should be able to: perform singing games in Western style observing safety. | The learner is guided to: take a role to perform appropriate singing games in Western style, combining aspects of a singing game; - songs - game activities - variety of body movements, - formations, - costumes and props, - safety. | Why is it good to perform singing games from other cultures? | 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 Displaying | Singing Games- Western Style | By the end of the lesson, the learner should be able to: enjoy performing singing games in Western style. | The learner is guided to: watch a live or recorded performance of singing games and identify singing games in Western style. | Why is it good to perform singing games from other cultures? | 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 Displaying | Singing Games- Western Style | By the end of the lesson, the learner should be able to: identify singing games in Western style. | The learner is guided to: imitate the songs and body movements used in the Western singing games. | Why is it good to perform singing games from other cultures? | 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 Displaying | Singing Games- Western Style | By the end of the lesson, the learner should be able to: sing appropriate game songs in Western style. | The learner is guided to: talk about how to keep safe when performing singing games. | Why is it good to perform singing games from other cultures? | 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 Displaying | Singing Games- Western Style | By the end of the lesson, the learner should be able to: use props in performing a singing game in Western style. | The learner is guided to: take a role to perform appropriate singing games in Western style, combining aspects of a singing game; - songs - game activities - variety of body movements, - formations, - costumes and props, - safety. | Why is it good to perform singing games from other cultures? | 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 Displaying | Singing Games- Western Style | By the end of the lesson, the learner should be able to: perform singing games in Western style observing safety. | The learner is guided to: watch a live or recorded performance of singing games and identify singing games in Western style. | Why is it good to perform singing games from other cultures? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 7 | Performing and Displaying | Singing Games- Western Style | By the end of the lesson, the learner should be able to: enjoy performing singing games in Western style. | The learner is guided to: imitate the songs and body movements used in the Western singing games. | Why is it good to perform singing games from other cultures? | 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 2 Movement and Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Performing and Displaying
Egg Roll and Swan Balance · Wind Musical Instruments · Wind Musical Instruments - Playing skills-holding, blowing · Modelling (Coiling technique) · Modelling (Coiling technique) - Coil method · Songs · Songs - Message · Songs - Performance techniques; - Accuracy of tune
Appreciation
Singing Games- Western Style · Singing Games- Western Style - Songs · Singing Games- Western Style - Costumes · Singing Games- Western Style - Props · Singing Games- Western Style - Formations · Singing Games- Western Style - Message · Water safety Awareness
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Performing and Displaying | Egg Roll and Swan Balance | By the end of the lesson, the learner should be able to: identify different directions the body moves when performing egg roll. | The learner is guided to: talk about different directions the body moves during an egg roll. | Which body parts are used in performing egg rolls; Why is it necessary to mark performing areas when performing swan balances? | 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 Displaying | Egg Roll and Swan Balance | By the end of the lesson, the learner should be able to: identify body parts used to perform a swan balance. | The learner is guided to: demonstrate the egg roll; talk about body parts used to perform swan balance demonstrate swan balance. | Which body parts are used in performing egg rolls; Why is it necessary to mark performing areas when performing swan balances? | 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 Displaying | Egg Roll and Swan Balance | By the end of the lesson, the learner should be able to: improvise markers for use during performance of egg roll and swan balance. | The learner is guided to: identify, collect and share reusable materials within the environment to be used as markers as they observe safety precautions. | Which body parts are used in performing egg rolls; Why is it necessary to mark performing areas when performing swan balances? | 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 Displaying | Egg Roll and Swan Balance | By the end of the lesson, the learner should be able to: perform egg roll and swan balance for skill acquisition. | The learner is guided to: improvise the markers using the collected reusable materials. | Which body parts are used in performing egg rolls; Why is it necessary to mark performing areas when performing swan balances? | 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 Displaying | Egg Roll and Swan Balance | By the end of the lesson, the learner should be able to: appreciate performing egg roll and swan balance for fun. | The learner is guided to: mark the field using the improvised marker practise egg roll practise swan balance; sing action songs while performing egg roll and swan balance. | Which body parts are used in performing egg rolls; Why is it necessary to mark performing areas when performing swan balances? | 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 Displaying | Egg Roll and Swan Balance | By the end of the lesson, the learner should be able to: identify different directions the body moves when performing egg roll. | The learner is guided to: play games using egg roll and swan balance for enjoyment. | Which body parts are used in performing egg rolls; Why is it necessary to mark performing areas when performing swan balances? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 7 | Performing and Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: identify wind musical instruments from diverse Kenyan communities. | The learner is guided to: listen to and watch audio-visual recordings and pictures of varied music instruments and identify flutes. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments - Playing skills-holding, blowing | By the end of the lesson, the learner should be able to: improvise a wind instrument using locally available materials. | The learner is guided to: visually and aurally identify and talk about the flutes from the recordings and pictures. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: produce sound on an improvised musical wind instrument. | The learner is guided to: imitate how to play flutes. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: enjoy playing improvised musical wind instruments. | The learner is guided to: identify locally available tools materials and materials and make a simple wind instrument. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: identify wind musical instruments from diverse Kenyan communities. | The learner is guided to: practice playing the improvised wind instrument applying the skills of holding and blowing, for fluency and enjoyment. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: improvise a wind instrument using locally available materials. | The learner is guided to: listen to and watch audio-visual recordings and pictures of varied music instruments and identify flutes. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: produce sound on an improvised musical wind instrument. | The learner is guided to: visually and aurally identify and talk about the flutes from the recordings and pictures. | Why are wind instruments played? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 7 | Performing and Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: enjoy playing improvised musical wind instruments. | The learner is guided to: imitate how to play flutes. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: identify wind musical instruments from diverse Kenyan communities. | The learner is guided to: identify locally available tools materials and materials and make a simple wind instrument. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: improvise a wind instrument using locally available materials. | The learner is guided to: practice playing the improvised wind instrument applying the skills of holding and blowing, for fluency and enjoyment. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: produce sound on an improvised musical wind instrument. | The learner is guided to: listen to and watch audio-visual recordings and pictures of varied music instruments and identify flutes. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: enjoy playing improvised musical wind instruments. | The learner is guided to: visually and aurally identify and talk about the flutes from the recordings and pictures. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: identify wind musical instruments from diverse Kenyan communities. | The learner is guided to: imitate how to play flutes. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: improvise a wind instrument using locally available materials. | The learner is guided to: identify locally available tools materials and materials and make a simple wind instrument. | Why are wind instruments played? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 7 | Performing and Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: produce sound on an improvised musical wind instrument. | The learner is guided to: practice playing the improvised wind instrument applying the skills of holding and blowing, for fluency and enjoyment. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: enjoy playing improvised musical wind instruments. | The learner is guided to: listen to and watch audio-visual recordings and pictures of varied music instruments and identify flutes. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: identify wind musical instruments from diverse Kenyan communities. | The learner is guided to: visually and aurally identify and talk about the flutes from the recordings and pictures. | Why are wind instruments played? | 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 Displaying | Wind Musical Instruments | By the end of the lesson, the learner should be able to: improvise a wind instrument using locally available materials. | The learner is guided to: imitate how to play flutes. | Why are wind instruments played? | 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 Displaying | Modelling (Coiling technique) | By the end of the lesson, the learner should be able to: identify items made by coil method. | The learner is guided to: observe actual or virtual items modelled using coil method. | What items in Inquiry Corner are modelled using coil method?; What materials 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 Displaying | Modelling (Coiling technique) - Coil method | By the end of the lesson, the learner should be able to: identify materials and tools used in coil modelling. | The learner is guided to: collect materials and tools for use in coil method modelling. | What items in Inquiry Corner are modelled using coil method?; What materials 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 Displaying | Modelling (Coiling technique) | By the end of the lesson, the learner should be able to: model items using coil method. | The learner is guided to: model simple objects using coiling method. | What items in Inquiry Corner are modelled using coil method?; What materials 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 | 7 | Performing and Displaying | Modelling (Coiling technique) | By the end of the lesson, the learner should be able to: appreciate modelling using coiling technique. | The learner is guided to: showcase and talk about their own and others’ work. | What items in Inquiry Corner are modelled using coil method?; What materials 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 | |
| 5 | 1 | Performing and Displaying | Modelling (Coiling technique) | By the end of the lesson, the learner should be able to: identify items made by coil method. | The learner is guided to: observe actual or virtual items modelled using coil method. | What items in Inquiry Corner are modelled using coil method?; What materials 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 | |
| 5 | 2 | Performing and Displaying | Modelling (Coiling technique) | By the end of the lesson, the learner should be able to: identify materials and tools used in coil modelling. | The learner is guided to: collect materials and tools for use in coil method modelling. | What items in Inquiry Corner are modelled using coil method?; What materials 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 | |
| 5 | 3 | Performing and Displaying | Modelling (Coiling technique) | By the end of the lesson, the learner should be able to: model items using coil method. | The learner is guided to: model simple objects using coiling method. | What items in Inquiry Corner are modelled using coil method?; What materials 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 | |
| 5 | 4 | Performing and Displaying | Modelling (Coiling technique) | By the end of the lesson, the learner should be able to: appreciate modelling using coiling technique. | The learner is guided to: showcase and talk about their own and others’ work. | What items in Inquiry Corner are modelled using coil method?; What materials 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 | |
| 5 | 5 | Performing and Displaying | Modelling (Coiling technique) | By the end of the lesson, the learner should be able to: identify items made by coil method. | The learner is guided to: observe actual or virtual items modelled using coil method. | What items in Inquiry Corner are modelled using coil method?; What materials 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 | |
| 5 | 6 | Performing and Displaying | Modelling (Coiling technique) | By the end of the lesson, the learner should be able to: identify materials and tools used in coil modelling. | The learner is guided to: collect materials and tools for use in coil method modelling. | What items in Inquiry Corner are modelled using coil method?; What materials 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 | |
| 5 | 7 | Performing and Displaying | Songs | By the end of the lesson, the learner should be able to: identify a topical song for knowledge acquisition. | The learner is guided to: observe actual or virtual performances of topical songs and describe what a topical song is. | Why are topical songs performed? | 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 2 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 2 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.