CBE · Lower Primary
Grade 3 Movement and Creative Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Movement and Creative Activities scheme of work for Grade 3 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 3
- Subject
- Movement and Creative Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 3 Movement and Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND EXECUTING
Pushing and Pulling · Drawing and Painting · Drawing and Painting - Painting · Drawing and Painting - Colour mixing · Rhythm and pattern making · Rhythm and pattern making - Body Percussion-clapping, tapping, snapping, stamping · Rhythm and pattern making - Print making · Rhythm and pattern making - Pattern making · Skipping · Skipping - Backward · Skipping - Right · Skipping - Left · Skipping - Straight line · Skipping - Curved · Skipping - Circular · Skipping - Zigzag · Collage · Collage - Cutting · Collage - Drawing
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATING AND EXECUTING | Pushing and Pulling | By the end of the lesson, the learner should be able to: identify pushing and pulling in physical activities for space and body awareness. | The learner is guided to: watch virtual or a demonstration of pushing and pulling activities in physical activities. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: perform pulling and pushing activities for flexibility. | The learner is guided to: demonstrate pushing and pulling activities. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: enjoy pushing and pulling for strength and flexibility. | The learner is guided to: practice pushing and pulling activities. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: identify pushing and pulling in physical activities for space and body awareness. | The learner is guided to: sing songs while pulling and pushing. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: perform pulling and pushing activities for flexibility. | The learner is guided to: play games using pulling and pushing skills by observing safety. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: enjoy pushing and pulling for strength and flexibility. | The learner is guided to: watch virtual or a demonstration of pushing and pulling activities in physical activities. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: identify pushing and pulling in physical activities for space and body awareness. | The learner is guided to: demonstrate pushing and pulling activities. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: perform pulling and pushing activities for flexibility. | The learner is guided to: practice pushing and pulling activities. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: enjoy pushing and pulling for strength and flexibility. | The learner is guided to: sing songs while pulling and pushing. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: identify pushing and pulling in physical activities for space and body awareness. | The learner is guided to: play games using pulling and pushing skills by observing safety. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: perform pulling and pushing activities for flexibility. | The learner is guided to: watch virtual or a demonstration of pushing and pulling activities in physical activities. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: enjoy pushing and pulling for strength and flexibility. | The learner is guided to: demonstrate pushing and pulling activities. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: identify pushing and pulling in physical activities for space and body awareness. | The learner is guided to: practice pushing and pulling activities. | How can pulling and pushing skill be applied at home? | 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 | Pushing and Pulling | By the end of the lesson, the learner should be able to: perform pulling and pushing activities for flexibility. | The learner is guided to: sing songs while pulling and pushing. | How can pulling and pushing skill be applied at home? | 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 | Drawing and Painting | By the end of the lesson, the learner should be able to: identify materials for colour mixing. | The learner is guided to: watch videos to recognise how to mix colour by spraying and blowing technique. | Why is it important to clean the brush after painting? | 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 | Drawing and Painting - Painting | By the end of the lesson, the learner should be able to: mix colours using spraying and blowing techniques. | The learner is guided to: spray colours randomly using recyclable old brushes/improvised brush and clean the hands after the activity. | Why is it important to clean the brush after painting? | 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 and Painting - Colour mixing | By the end of the lesson, the learner should be able to: draw a simple picture using regular and irregular shapes. | The learner is guided to: mix the colour by blowing randomly using straws, biro pen tube among others while observing safety. | Why is it important to clean the brush after painting? | 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 and Painting | By the end of the lesson, the learner should be able to: create a painting for self-expression. | The learner is guided to: draw and colour a simple composition using regular and irregular shapes. | Why is it important to clean the brush after painting? | 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: value made pictures for expression. | The learner is guided to: paint a picture creatively for expression. | Why is it important to clean the brush after painting? | 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 | By the end of the lesson, the learner should be able to: identify materials for colour mixing. | The learner is guided to: collaboratively, display their work for peer feedback. | Why is it important to clean the brush after painting? | 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 | By the end of the lesson, the learner should be able to: mix colours using spraying and blowing techniques. | The learner is guided to: watch videos to recognise how to mix colour by spraying and blowing technique. | Why is it important to clean the brush after painting? | 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 | By the end of the lesson, the learner should be able to: draw a simple picture using regular and irregular shapes. | The learner is guided to: spray colours randomly using recyclable old brushes/improvised brush and clean the hands after the activity. | Why is it important to clean the brush after painting? | 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: create a painting for self-expression. | The learner is guided to: mix the colour by blowing randomly using straws, biro pen tube among others while observing safety. | Why is it important to clean the brush after painting? | 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 made pictures for expression. | The learner is guided to: draw and colour a simple composition using regular and irregular shapes. | Why is it important to clean the brush after painting? | 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 materials for colour mixing. | The learner is guided to: paint a picture creatively for expression. | Why is it important to clean the brush after painting? | 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: mix colours using spraying and blowing techniques. | The learner is guided to: collaboratively, display their work for peer feedback. | Why is it important to clean the brush after painting? | 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: draw a simple picture using regular and irregular shapes. | The learner is guided to: watch videos to recognise how to mix colour by spraying and blowing technique. | Why is it important to clean the brush after painting? | 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: create a painting for self-expression. | The learner is guided to: spray colours randomly using recyclable old brushes/improvised brush and clean the hands after the activity. | Why is it important to clean the brush after painting? | 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 | Rhythm and pattern making | By the end of the lesson, the learner should be able to: identify different sound durations in simple songs. | The learner is guided to: sing simple familiar songs for familiarisation of short and long sounds used in creating their rhythmic patterns. | How can rhythms created? | 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 | Rhythm and pattern making - Body Percussion-clapping, tapping, snapping, stamping | By the end of the lesson, the learner should be able to: create a simple rhythmic pattern using long and short sounds. | The learner is guided to: listen to or watch live or recorded performances of simple songs and clap their rhythmic patterns. | How can rhythms created? | 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 | Rhythm and pattern making - Print making | By the end of the lesson, the learner should be able to: improvise rhythmic accompaniment to simple songs using long and short sounds. | The learner is guided to: use short and long sounds to create simple rhythmic patterns using body percussion or a percussion instrument. | How can rhythms created? | 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 | Rhythm and pattern making - Pattern making | By the end of the lesson, the learner should be able to: move in rhythm around basic shapes drawn on the floor. | The learner is guided to: provide rhythmic accompaniment to familiar songs using body percussion or a percussion instrument. | How can rhythms created? | 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 | Rhythm and pattern making | By the end of the lesson, the learner should be able to: make a random repeat patterns using found objects. | The learner is guided to: draw geometric basic shapes on the ground and move in rhythm on the shapes drawn, by skipping, sliding or galloping observing safety. | How can rhythms created? | 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 | Rhythm and pattern making | By the end of the lesson, the learner should be able to: appreciate creating rhythms and patterns. | The learner is guided to: explore virtual sources to identify a random and an all over patterns. | How can rhythms created? | 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 | Rhythm and pattern making | By the end of the lesson, the learner should be able to: identify different sound durations in simple songs. | The learner is guided to: print a random pattern alternating colours to suggest rhythm, using - a leaf - block (banana stalk, maize cob, among others). | How can rhythms created? | 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 3 Movement and Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND EXECUTING
Melody · Melody - Melodic patterns on improvised percussions · Weaving
PERFORMING AND DISPLAYING
Rounds · Rounds - Performance techniques; posture, accuracy of tune, clarity of words, entries and keeping to own part · Galloping · Galloping - Patterns: straight, curved, circular and zigzag. · Sculpture (Toy Assemblage)
| 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 variations in a simple melodic pattern for aural skill development. | The learner is guided to: collaboratively listen to simple songs, noting variations in rhythm, volume, and speed in live or recorded performances and discuss them. | How can a song be varied to make it more interesting? | 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 - Melodic patterns on improvised percussions | By the end of the lesson, the learner should be able to: create melodic patterns using improvised percussions. | The learner is guided to: search for ways of varying a melody. | How can a song be varied to make it more interesting? | 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: apply performance directions in performing simple songs. | The learner is guided to: sing simple short songs and improvise variations in rhythm, tempo, volume, text and pitch. | How can a song be varied to make it more interesting? | 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 creating melodies using variation technique. | The learner is guided to: use improvised pitched percussions such as bottles filled with water to different levels or two-tone wood blocks, to create melodic patterns. | How can a song be varied to make it more interesting? | 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 variations in a simple melodic pattern for aural skill development. | The learner is guided to: collaboratively perform the created melodic patterns applying performance directions; slow/fast. Soft/loud. | How can a song be varied to make it more interesting? | 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: create melodic patterns using improvised percussions. | The learner is guided to: perform and record the created melodies or play the melodies to peers for feedback. | How can a song be varied to make it more interesting? | 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 | Melody | By the end of the lesson, the learner should be able to: apply performance directions in performing simple songs. | The learner is guided to: collaboratively listen to simple songs, noting variations in rhythm, volume, and speed in live or recorded performances and discuss them. | How can a song be varied to make it more interesting? | 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: enjoy creating melodies using variation technique. | The learner is guided to: search for ways of varying a melody. | How can a song be varied to make it more 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 | By the end of the lesson, the learner should be able to: identify variations in a simple melodic pattern for aural skill development. | The learner is guided to: sing simple short songs and improvise variations in rhythm, tempo, volume, text and pitch. | How can a song be varied to make it more 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 | By the end of the lesson, the learner should be able to: create melodic patterns using improvised percussions. | The learner is guided to: use improvised pitched percussions such as bottles filled with water to different levels or two-tone wood blocks, to create melodic patterns. | How can a song be varied to make it more 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: apply performance directions in performing simple songs. | The learner is guided to: collaboratively perform the created melodic patterns applying performance directions; slow/fast. Soft/loud. | How can a song be varied to make it more 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: enjoy creating melodies using variation technique. | The learner is guided to: perform and record the created melodies or play the melodies to peers for feedback. | How can a song be varied to make it more 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 variations in a simple melodic pattern for aural skill development. | The learner is guided to: collaboratively listen to simple songs, noting variations in rhythm, volume, and speed in live or recorded performances and discuss them. | How can a song be varied to make it more 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: create melodic patterns using improvised percussions. | The learner is guided to: search for ways of varying a melody. | How can a song be varied to make it more 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 | Weaving | By the end of the lesson, the learner should be able to: identify samples of plain weaves of varied materials and colours. | The learner is guided to: observe actual or virtual samples of plain weaves of varied materials and colours for motivation. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: create a plain weave paper in two colours. | The learner is guided to: collect papers with contrasting colours. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: appreciate plain paper weaves of various items. | The learner is guided to: prepare weaving paper frame by cutting slits. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: identify samples of plain weaves of varied materials and colours. | The learner is guided to: cut paper strips for interlacing through the slits and dispose of waste. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: create a plain weave paper in two colours. | The learner is guided to: interlace the strips by running over and under the slits on the paper frame to make a paper mats in two colours. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: appreciate plain paper weaves of various items. | The learner is guided to: experiment to make paper weaves with different colours. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: identify samples of plain weaves of varied materials and colours. | The learner is guided to: showcase their plain weaves and ask their peers to comment. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: create a plain weave paper in two colours. | The learner is guided to: observe actual or virtual samples of plain weaves of varied materials and colours for motivation. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: appreciate plain paper weaves of various items. | The learner is guided to: collect papers with contrasting colours. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: identify samples of plain weaves of varied materials and colours. | The learner is guided to: prepare weaving paper frame by cutting slits. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: create a plain weave paper in two colours. | The learner is guided to: cut paper strips for interlacing through the slits and dispose of waste. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: appreciate plain paper weaves of various items. | The learner is guided to: interlace the strips by running over and under the slits on the paper frame to make a paper mats in two colours. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: identify samples of plain weaves of varied materials and colours. | The learner is guided to: experiment to make paper weaves with different colours. | What is the process of plan paper weaving? | 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 | Weaving | By the end of the lesson, the learner should be able to: create a plain weave paper in two colours. | The learner is guided to: showcase their plain weaves and ask their peers to comment. | What is the process of plan paper weaving? | 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 | Rounds | By the end of the lesson, the learner should be able to: aurally identify a round performance. | The learner is guided to: watch variety of virtual or recorded clips on age appropriate 2 and 3-part rounds and talk about what a round is. | How are rounds sung? | 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 | Rounds - Performance techniques; posture, accuracy of tune, clarity of words, entries and keeping to own part | By the end of the lesson, the learner should be able to: sing own part in a round applying appropriate performance techniques. | The learner is guided to: talk about how to sing in a round focusing on; posture, accuracy of tune, clarity of words, entries and keeping to own part. | How are rounds sung? | 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 | Rounds | By the end of the lesson, the learner should be able to: describe the message in a round. | The learner is guided to: sing own part in a round on a specific theme for skill development. | How are rounds sung? | 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 | Rounds | By the end of the lesson, the learner should be able to: enjoy singing in a round. | The learner is guided to: sing rounds with peers applying appropriate performance techniques. | How are rounds sung? | 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 | Rounds | By the end of the lesson, the learner should be able to: aurally identify a round performance. | The learner is guided to: collaboratively, take turns to sing own part in a round as others give feedback and record for future reference. | How are rounds sung? | 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 | Rounds | By the end of the lesson, the learner should be able to: sing own part in a round applying appropriate performance techniques. | The learner is guided to: talk about the message in a round sung. | How are rounds sung? | 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 | Rounds | By the end of the lesson, the learner should be able to: describe the message in a round. | The learner is guided to: watch variety of virtual or recorded clips on age appropriate 2 and 3-part rounds and talk about what a round is. | How are rounds sung? | 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 3 Movement and Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PERFORMING AND DISPLAYING
Sculpture (Toy Assemblage) · Forward Roll and V- balance · Playing String Musical Instruments · Modelling and Ornament Making.
APPRECIATION
The Kenya National Anthem · The Kenya National Anthem - Message in the first stanza · The Kenya National Anthem - Occasions when the Kenyan National flag is hoisted (national holidays, on school assembly, heads of states visits, nationals meetings among others) · The Kenya National Anthem - Performance etiquette. · 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 | Sculpture (Toy Assemblage) | By the end of the lesson, the learner should be able to: recognise toys made by assemblage. | The learner is guided to: observe actual or virtual samples of playing toys and dolls made by assemblage. | What local materials can be used to make a toy?; How can one join different materials to make a toy? | 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 | Sculpture (Toy Assemblage) | By the end of the lesson, the learner should be able to: explore tools, and material for assemblage. | The learner is guided to: collect and sort different recyclable material assemblage of toys or dolls. | What local materials can be used to make a toy?; How can one join different materials to make a toy? | 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 | Sculpture (Toy Assemblage) | By the end of the lesson, the learner should be able to: make toys by combination of different materials. | The learner is guided to: assemble the materials to get the structure of the doll or toy; add details to enhance the features of the toy or doll. | What local materials can be used to make a toy?; How can one join different materials to make a toy? | 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 | Sculpture (Toy Assemblage) | By the end of the lesson, the learner should be able to: enjoy making and playing with the toys. | The learner is guided to: use the toys or doll to play and sing with peers for enjoyment. | What local materials can be used to make a toy?; How can one join different materials to make a toy? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: identify body parts used for performing forward roll and V- balance. | The learner is guided to: watch video clips or a demonstration of a forward roll and V-balance. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: make markers for use during forward roll and V-balance performance. | The learner is guided to: perform forward roll and talk about how the body moves. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: perform forward roll for skill acquisition. | The learner is guided to: perform V balance and talk about different parts of the body used. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: perform V-balance for skill acquisition. | The learner is guided to: identify, collect and share simple reusable materials within the environment to be used as markers as they observe safety precautions. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: enjoy performing forward roll and V- balance in for flexibility and balance. | The learner is guided to: improvise the markers using the collected reusable materials and paint them. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: identify body parts used for performing forward roll and V- balance. | The learner is guided to: mark the field using the improvised markers. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: make markers for use during forward roll and V-balance performance. | The learner is guided to: practise forward roll and V-balance. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: perform forward roll for skill acquisition. | The learner is guided to: play games using forward and V- balance in sequence. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: perform V-balance for skill acquisition. | The learner is guided to: watch video clips or a demonstration of a forward roll and V-balance. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: enjoy performing forward roll and V- balance in for flexibility and balance. | The learner is guided to: perform forward roll and talk about how the body moves. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: identify body parts used for performing forward roll and V- balance. | The learner is guided to: perform V balance and talk about different parts of the body used. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: make markers for use during forward roll and V-balance performance. | The learner is guided to: identify, collect and share simple reusable materials within the environment to be used as markers as they observe safety precautions. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: perform forward roll for skill acquisition. | The learner is guided to: improvise the markers using the collected reusable materials and paint them. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Forward Roll and V- balance | By the end of the lesson, the learner should be able to: perform V-balance for skill acquisition. | The learner is guided to: mark the field using the improvised markers. | How can forward roll and V balance be used to improve flexibility and balance? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: identify string musical instruments from diverse Kenyan communities. | The learner is guided to: watch live or recorded Kenyan instrumental performances and visually and aurally identify string instruments. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: improvise a string musical instrument using locally available materials. | The learner is guided to: identify the local names of Kenyan string instruments. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: play an improvised string instrument for enjoyment. | The learner is guided to: improvise a Kenyan single stringed instrument using assemblage technique and observe safety and hygiene by washing hands and cleaning the working area. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: appreciate string instruments from diverse Kenyan communities. | The learner is guided to: imitate the playing of string instruments. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: identify string musical instruments from diverse Kenyan communities. | The learner is guided to: play an improvised string instrument. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: improvise a string musical instrument using locally available materials. | The learner is guided to: collaboratively use digital devices responsibly to record and play string instruments for enjoyment. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: play an improvised string instrument for enjoyment. | The learner is guided to: watch live or recorded Kenyan instrumental performances and visually and aurally identify string instruments. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: appreciate string instruments from diverse Kenyan communities. | The learner is guided to: identify the local names of Kenyan string instruments. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: identify string musical instruments from diverse Kenyan communities. | The learner is guided to: improvise a Kenyan single stringed instrument using assemblage technique and observe safety and hygiene by washing hands and cleaning the working area. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: improvise a string musical instrument using locally available materials. | The learner is guided to: imitate the playing of string instruments. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: play an improvised string instrument for enjoyment. | The learner is guided to: play an improvised string instrument. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: appreciate string instruments from diverse Kenyan communities. | The learner is guided to: collaboratively use digital devices responsibly to record and play string instruments for enjoyment. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: identify string musical instruments from diverse Kenyan communities. | The learner is guided to: watch live or recorded Kenyan instrumental performances and visually and aurally identify string instruments. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 | Playing String Musical Instruments | By the end of the lesson, the learner should be able to: improvise a string musical instrument using locally available materials. | The learner is guided to: identify the local names of Kenyan string instruments. | How are string instruments played?; Which materials are used for improvising a musical string instrument? | 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 and Ornament Making. | By the end of the lesson, the learner should be able to: identify modelled beads for familiarity. | The learner is guided to: explore virtual and actual samples of beaded ornaments. | How are ornaments made? | 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 and Ornament Making. | By the end of the lesson, the learner should be able to: model beads using pellet technique. | The learner is guided to: roll clay or papier mache to make pellets for beading. | How are ornaments made? | 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 | Modelling and Ornament Making. | By the end of the lesson, the learner should be able to: decorate the beads by painting. | The learner is guided to: pierce the pellets to make a hole through for stringing and leave them to dry under shade. | How are ornaments made? | 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 3 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 3 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.