CBE · Upper Primary
Grade 4 Creative Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Creative Studies scheme of work for Grade 4 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 4
- Subject
- Creative Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 4 Creative Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND EXECUTING
Percussion Musical Instruments (Drawing) · Percussion Musical Instruments (Drawing) - Parts of a percussion · Percussion Musical Instruments (Drawing) - Classifying: melodic, non-melodic · Percussion Musical Instruments (Drawing) - Improvised rhythmic patterns · Percussion Musical Instruments (Drawing) - Making charcoal sticks (cutting, trimming, burning, cooling) · Percussion Musical Instruments (Drawing) - Tonal value-smudge technique. · Netball · Netball - Catching · Netball - Macramé technique · Painting and Montage · Painting and Montage - Colour value · Painting and Montage - Montage -subject matter, overlapping, neatness. · Rhythm · Melody · Melody - Kodaly hand signs · Melody - Qualities of a melody; use of stepwise motion, variation of the sol-fa syllables and sound duration, starting and ending on d
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATING AND EXECUTING | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: identify indigenous percussion musical instruments from different Kenyan communities. | The learner is guided to: watch virtual or actual percussion musical instruments to identify by; name, community and method of playing. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) - Parts of a percussion | By the end of the lesson, the learner should be able to: classify indigenous Kenyan percussion musical instruments. | The learner is guided to: observe/listen to sounds of percussion musical instruments and classify as melodic or non-melodic. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) - Classifying: melodic, non-melodic | By the end of the lesson, the learner should be able to: discuss the function(s) of parts of a percussion musical instrument. | The learner is guided to: identify parts of a percussion musical instrument and discuss their function(s) in sound production. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) - Improvised rhythmic patterns | By the end of the lesson, the learner should be able to: improvise rhythmic patterns using indigenous percussion musical instruments. | The learner is guided to: practice improvising rhythmic patterns to accompany songs using percussion instruments. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) - Making charcoal sticks (cutting, trimming, burning, cooling) | By the end of the lesson, the learner should be able to: make charcoal sticks for drawing. | The learner is guided to: talk about value/ tone as an element of art created on virtual and actual sample pictures. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) - Tonal value-smudge technique. | By the end of the lesson, the learner should be able to: create tonal value on a drawing of a percussion instrument using the smudging technique. | The learner is guided to: collaboratively, collect materials and tools to make charcoal sticks following the correct procedure while observing safety. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: appreciate indigenous percussion instruments from Kenyan communities and pictures drawn. | The learner is guided to: use charcoal sticks to illustrate how to create tone/value by smudging technique. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: identify indigenous percussion musical instruments from different Kenyan communities. | The learner is guided to: draw using charcoal sticks a picture of one percussion instrument and create tonal variation by smudging technique. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: classify indigenous Kenyan percussion musical instruments. | The learner is guided to: show and talk about own and peers’ percussion instruments and drawings in a just and fair manner. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: discuss the function(s) of parts of a percussion musical instrument. | The learner is guided to: watch virtual or actual percussion musical instruments to identify by; name, community and method of playing. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: improvise rhythmic patterns using indigenous percussion musical instruments. | The learner is guided to: observe/listen to sounds of percussion musical instruments and classify as melodic or non-melodic. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: make charcoal sticks for drawing. | The learner is guided to: identify parts of a percussion musical instrument and discuss their function(s) in sound production. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: create tonal value on a drawing of a percussion instrument using the smudging technique. | The learner is guided to: practice improvising rhythmic patterns to accompany songs using percussion instruments. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: appreciate indigenous percussion instruments from Kenyan communities and pictures drawn. | The learner is guided to: talk about value/ tone as an element of art created on virtual and actual sample pictures. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | 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 | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: identify indigenous percussion musical instruments from different Kenyan communities. | The learner is guided to: collaboratively, collect materials and tools to make charcoal sticks following the correct procedure while observing safety. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CREATING AND EXECUTING | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: classify indigenous Kenyan percussion musical instruments. | The learner is guided to: use charcoal sticks to illustrate how to create tone/value by smudging technique. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | CREATING AND EXECUTING | Percussion Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: discuss the function(s) of parts of a percussion musical instrument. | The learner is guided to: draw using charcoal sticks a picture of one percussion instrument and create tonal variation by smudging technique. | What is the importance of percussion instruments from different communities in Kenya?; How is tonal variation created in a drawing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | CREATING AND EXECUTING | Netball | By the end of the lesson, the learner should be able to: discuss the skills of passing and catching in Netball. | The learner is guided to: watch a virtual or live Netball game and identify passes and catching skills. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball - Catching | By the end of the lesson, the learner should be able to: make a ball using macramé technique. | The learner is guided to: demonstrate passing (chest and overhead) and catching (double-handed) skills. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball - Macramé technique | By the end of the lesson, the learner should be able to: perform the skills of passing, and catching in Netball. | The learner is guided to: collect reusable materials and improvise balls using macramé technique (overhand knot). | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball | By the end of the lesson, the learner should be able to: appreciate Netball as a team game for enjoyment. | The learner is guided to: practise passing (chest and overhead) and catching (double-handed) skills. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball | By the end of the lesson, the learner should be able to: discuss the skills of passing and catching in Netball. | The learner is guided to: play a Mini-Netball game applying the skills of (passing and catching) while observing safety. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball | By the end of the lesson, the learner should be able to: make a ball using macramé technique. | The learner is guided to: talk about own and others’ skills in Netball game. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball | By the end of the lesson, the learner should be able to: perform the skills of passing, and catching in Netball. | The learner is guided to: watch a virtual or live Netball game and identify passes and catching skills. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball | By the end of the lesson, the learner should be able to: appreciate Netball as a team game for enjoyment. | The learner is guided to: demonstrate passing (chest and overhead) and catching (double-handed) skills. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball | By the end of the lesson, the learner should be able to: discuss the skills of passing and catching in Netball. | The learner is guided to: collect reusable materials and improvise balls using macramé technique (overhand knot). | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball | By the end of the lesson, the learner should be able to: make a ball using macramé technique. | The learner is guided to: practise passing (chest and overhead) and catching (double-handed) skills. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball | By the end of the lesson, the learner should be able to: perform the skills of passing, and catching in Netball. | The learner is guided to: play a Mini-Netball game applying the skills of (passing and catching) while observing safety. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball | By the end of the lesson, the learner should be able to: appreciate Netball as a team game for enjoyment. | The learner is guided to: talk about own and others’ skills in Netball game. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 | Netball | By the end of the lesson, the learner should be able to: discuss the skills of passing and catching in Netball. | The learner is guided to: watch a virtual or live Netball game and identify passes and catching skills. | Why are the skills of passing and catching important in a Netball game?; Why is it necessary to improvise a netball? | 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 4 Creative Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND EXECUTING
Melody · Melody - Kodaly hand signs · Melody - Qualities of a melody; use of stepwise motion, variation of the sol-fa syllables and sound duration, starting and ending on d · Melody - Slab and coil technique
PERFORMING AND DISPLAYING
Athletics · Athletics - Elongated start · Athletics - Sprints · Athletics - Painting · Gymnastics · Gymnastics - Side roll · Songs · Songs - Performance techniques and etiquette: gestures, facial expressions diction. · Songs - Kenyan Folk Songs-identifying: name, community. · Songs - Classifying: work, funeral, naming, initiation, marriage and worship songs. · Photography · Photography - Elements-light and centre of interest
| 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 sol-fa syllables d r m in a simple melody. | The learner is guided to: sing familiar songs based on the sol-fa syllables d r m, and identify the sol-fa syllables by ear. | How can interesting melodies be created? | 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 - Kodaly hand signs | By the end of the lesson, the learner should be able to: interpret hand signs for the sol-fa syllables d r m for pitch discrimination. | The learner is guided to: listen to and identify aurally and orally the sol-fa pitches (d r. | How can interesting melodies be created? | 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 - Qualities of a melody; use of stepwise motion, variation of the sol-fa syllables and sound duration, starting and ending on d | By the end of the lesson, the learner should be able to: state the qualities of a good melody as a foundation to composition. | The learner is guided to: as sounded on a melodic instrument/voice. | How can interesting melodies be created? | 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 - Slab and coil technique | By the end of the lesson, the learner should be able to: create short melodies using the sol-fa syllables. | The learner is guided to: watch videos/demonstrations of execution of the Kodaly hand signs for the sol-fa syllables d, r m and practice performing the hand signs. | How can interesting melodies be created? | 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: model clay slabs with sol-fa syllables using coil and slab techniques. | The learner is guided to: brainstorm on the qualities of a good melody. | How can interesting melodies be created? | 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: enjoy creating short melodies and modelling using clay. | The learner is guided to: apply composition techniques to create short melodies based on the sol-fa syllables d r m and the note symbols; crotchet, a pair of quavers and their rests. | How can interesting melodies be created? | 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 sol-fa syllables d r m in a simple melody. | The learner is guided to: collect clay for modelling from the local environment. | How can interesting melodies be created? | 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: interpret hand signs for the sol-fa syllables d r m for pitch discrimination. | The learner is guided to: roll clay into slab and cut out three rectangular pieces of three different sizes. | How can interesting melodies be created? | 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: state the qualities of a good melody as a foundation to composition. | The learner is guided to: model so-lfa syllables (d r. | How can interesting melodies be created? | 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: create short melodies using the sol-fa syllables. | The learner is guided to: using coil technique and attach on the slabs. | How can interesting melodies be created? | 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: model clay slabs with sol-fa syllables using coil and slab techniques. | The learner is guided to: sing familiar songs based on the sol-fa syllables d r m, and identify the sol-fa syllables by ear. | How can interesting melodies be created? | 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: enjoy creating short melodies and modelling using clay. | The learner is guided to: listen to and identify aurally and orally the sol-fa pitches (d r. | How can interesting melodies be created? | 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 | Athletics | By the end of the lesson, the learner should be able to: discuss the sprint starts and sprinting techniques. | The learner is guided to: watch a virtual or live demonstration of sprint starts and sprinting techniques. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics - Elongated start | By the end of the lesson, the learner should be able to: perform the sprint starts and sprinting techniques for skill development. | The learner is guided to: demonstrate a medium and elongated sprint start techniques. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics - Sprints | By the end of the lesson, the learner should be able to: paint the Kenyan flag for an athletic event. | The learner is guided to: demonstrate the sprinting technique. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics - Painting | By the end of the lesson, the learner should be able to: recognise the value of flying the Kenyan flag during an athletics event. | The learner is guided to: sketch the Kenyan flag on a paper/fabric. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: discuss the sprint starts and sprinting techniques. | The learner is guided to: paint the flag observing colour arrangement and neatness. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: perform the sprint starts and sprinting techniques for skill development. | The learner is guided to: attach the flag to a suitable handle. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: paint the Kenyan flag for an athletic event. | The learner is guided to: practise the medium and elongated start practise sprinting technique. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: recognise the value of flying the Kenyan flag during an athletics event. | The learner is guided to: run sprint races while observing safety and cheering each other using the flags made. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: discuss the sprint starts and sprinting techniques. | The learner is guided to: watch a virtual or live demonstration of sprint starts and sprinting techniques. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: perform the sprint starts and sprinting techniques for skill development. | The learner is guided to: demonstrate a medium and elongated sprint start techniques. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: paint the Kenyan flag for an athletic event. | The learner is guided to: demonstrate the sprinting technique. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: recognise the value of flying the Kenyan flag during an athletics event. | The learner is guided to: sketch the Kenyan flag on a paper/fabric. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: discuss the sprint starts and sprinting techniques. | The learner is guided to: paint the flag observing colour arrangement and neatness. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: perform the sprint starts and sprinting techniques for skill development. | The learner is guided to: attach the flag to a suitable handle. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: paint the Kenyan flag for an athletic event. | The learner is guided to: practise the medium and elongated start practise sprinting technique. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: recognise the value of flying the Kenyan flag during an athletics event. | The learner is guided to: run sprint races while observing safety and cheering each other using the flags made. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: discuss the sprint starts and sprinting techniques. | The learner is guided to: watch a virtual or live demonstration of sprint starts and sprinting techniques. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 | Athletics | By the end of the lesson, the learner should be able to: perform the sprint starts and sprinting techniques for skill development. | The learner is guided to: demonstrate a medium and elongated sprint start techniques. | Why is it important to maintain appropriate posture during sprints?; Why is the national flag flown during a national athletic event? | 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 4 Creative Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PERFORMING AND DISPLAYING
Photography · Photography - Elements-light and centre of interest · Descant Recorder · Descant Recorder - Care: hygiene measures, handling and storage. · Descant Recorder - Techniques: posture, fingering and blowing. · Swimming (Optional) · Swimming (Optional) - Water games · Swimming (Optional) - Floating technique-mushroom supine and prone · Swimming (Optional) - Gliding · Indigenous Kenyan Games (Optional)
APPRECIATION IN CREATIVE ARTS
Analysis of Creative Arts works · Analysis of Creative Arts works - Kenya National Anthem; role, values, occasions and number of verses performed · Analysis of Creative Arts works - Components of a folk song: - community of origin Type/occasion, Message, -participants and their roles (soloist, instrumentalist, singers), instruments.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | PERFORMING AND DISPLAYING | Photography | By the end of the lesson, the learner should be able to: identify different digital devices for photography. | The learner is guided to: observe virtual and actual pictures to recognise devices for taking photographs; observe sample photographs to discuss lighting and centre of interest. | Why is light important in photography? | 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 | Photography - Elements-light and centre of interest | By the end of the lesson, the learner should be able to: discuss elements of photography for familiarisation; take photographs using digital devices for expression. | The learner is guided to: source and set the digital devices for taking photographs; take photographs of self and objects within the surrounding focusing on; lighting and centre of interest. | Why is light important in photography? | 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 | Photography | By the end of the lesson, the learner should be able to: enjoy taking photographs using digital devices. | The learner is guided to: select photographs with proper lighting and centre of interest; show and talk about own and others photographs and share feedback. | Why is light important in photography? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: identify the parts of a descant recorder for familiarization. | The learner is guided to: familiarise with the descant recorder to identify its parts. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder - Care: hygiene measures, handling and storage. | By the end of the lesson, the learner should be able to: care for a descant recorder for longevity. | The learner is guided to: brainstorm on ways of caring for a descant recorder and its importance. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder - Techniques: posture, fingering and blowing. | By the end of the lesson, the learner should be able to: play notes B A G on a descant recorder using appropriate playing techniques. | The learner is guided to: practise the techniques of playing a descant recorder. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: play simple melodies based on notes B A G on the descant recorder. | The learner is guided to: use digital devices responsibly to search and watch recordings/ watch live demonstrations on how to play notes B A and G on the descant recorder. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: enjoy playing melodies using the descant recorder. | The learner is guided to: play simple melodies based on B A G on the descant recorder with accuracy in pitch and rhythm. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: identify the parts of a descant recorder for familiarization. | The learner is guided to: watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: care for a descant recorder for longevity. | The learner is guided to: familiarise with the descant recorder to identify its parts. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: play notes B A G on a descant recorder using appropriate playing techniques. | The learner is guided to: brainstorm on ways of caring for a descant recorder and its importance. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: play simple melodies based on notes B A G on the descant recorder. | The learner is guided to: practise the techniques of playing a descant recorder. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: enjoy playing melodies using the descant recorder. | The learner is guided to: use digital devices responsibly to search and watch recordings/ watch live demonstrations on how to play notes B A and G on the descant recorder. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: identify the parts of a descant recorder for familiarization. | The learner is guided to: play simple melodies based on B A G on the descant recorder with accuracy in pitch and rhythm. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: care for a descant recorder for longevity. | The learner is guided to: watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: play notes B A G on a descant recorder using appropriate playing techniques. | The learner is guided to: familiarise with the descant recorder to identify its parts. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: play simple melodies based on notes B A G on the descant recorder. | The learner is guided to: brainstorm on ways of caring for a descant recorder and its importance. | How is a good tone produced on the descant recorder? | 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 | Descant Recorder | By the end of the lesson, the learner should be able to: enjoy playing melodies using the descant recorder. | The learner is guided to: practise the techniques of playing a descant recorder. | How is a good tone produced on the descant recorder? | 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 | Swimming (Optional) | By the end of the lesson, the learner should be able to: recognise ways of water entry in the swimming pool. | The learner is guided to: visit the swimming pool for familiarisation and water orientation. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) - Water games | By the end of the lesson, the learner should be able to: play water games in the swimming pool for fun. | The learner is guided to: demonstrate water entry into the pool. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) - Floating technique-mushroom supine and prone | By the end of the lesson, the learner should be able to: float in water for skill acquisition. | The learner is guided to: using feet first technique. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) - Gliding | By the end of the lesson, the learner should be able to: glide in water for water confidence. | The learner is guided to: collaboratively, engage in different water games while observing safety demonstrate floating techniques practise flotation technique demonstrate gliding practise gliding. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) | By the end of the lesson, the learner should be able to: appreciate safety in and out of the swimming pool while playing water games. | The learner is guided to: observe each other performing the glide and floating and provide feedback. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) | By the end of the lesson, the learner should be able to: recognise ways of water entry in the swimming pool. | The learner is guided to: visit the swimming pool for familiarisation and water orientation. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) | By the end of the lesson, the learner should be able to: play water games in the swimming pool for fun. | The learner is guided to: demonstrate water entry into the pool. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) | By the end of the lesson, the learner should be able to: float in water for skill acquisition. | The learner is guided to: using feet first technique. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) | By the end of the lesson, the learner should be able to: glide in water for water confidence. | The learner is guided to: collaboratively, engage in different water games while observing safety demonstrate floating techniques practise flotation technique demonstrate gliding practise gliding. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) | By the end of the lesson, the learner should be able to: appreciate safety in and out of the swimming pool while playing water games. | The learner is guided to: observe each other performing the glide and floating and provide feedback. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) | By the end of the lesson, the learner should be able to: recognise ways of water entry in the swimming pool. | The learner is guided to: visit the swimming pool for familiarisation and water orientation. | Why is Swimming an essential life skill? | 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 | Swimming (Optional) | By the end of the lesson, the learner should be able to: play water games in the swimming pool for fun. | The learner is guided to: demonstrate water entry into the pool. | Why is Swimming an essential life skill? | 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 4 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 4 Creative Studies 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.