CBE · Upper Primary
Grade 5 Creative Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Creative Studies scheme of work for Grade 5 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 5
- Subject
- Creative Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 5 Creative Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Creating and Executing
Wind Musical Instruments (Drawing) · Wind Musical Instruments (Drawing) - Role of parts · Wind Musical Instruments (Drawing) - Care-handling, hygiene and storage · Wind Musical Instruments (Drawing) - Texture-cross-hatching · Wind Musical Instruments (Drawing) - Crayon etching · Football · Football - Stopping · Football - Dribbling · Football - Papier mâché, (shredding, soaking, pounding, mixing with adhesive) · Football - Casting · Rhythm · Rhythm - French rhythm names taa-aa, taa and ta-te · Rhythm - Making a calligraphy pen (use bamboo/papyrus stick, fountain pen or any other) · Rhythm - Writing in calligraphy · Melody · Melody - Kodaly hand signs: d r m f s · Melody - Composition techniques; Stepwise motion, narrow leaps, repetition of pitches, variation of pitches, ending on a long note · Melody - Qualities of a card;(layout, colour, lettering) · Melody - Card design
Creating and Executing Competencies | Creativity: | Critical Thinking pictures.
Painting and Mosaic · Painting and Mosaic - Painting. · Painting and Mosaic - Materials for mosaic · Painting and Mosaic - Making mosaic. to be developed: The learner generates and Problem
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Creating and Executing | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: identify indigenous wind musical instruments from Kenyan communities. | The learner is guided to: view real/pictures/videos of indigenous wind instruments from Kenyan communities and identify them. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) - Role of parts | By the end of the lesson, the learner should be able to: explain the role of the parts of a wind instrument in sound production. | The learner is guided to: name the parts of a wind instrument and discuss how they contribute towards sound production. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) - Care-handling, hygiene and storage | By the end of the lesson, the learner should be able to: make a wind instrument using locally available materials. | The learner is guided to: source locally available materials and make a wind instrument while observing safety and cleans the working area. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) - Texture-cross-hatching | By the end of the lesson, the learner should be able to: care for an indigenous Kenyan musical wind instrument. | The learner is guided to: tune the wind instrument made for functionality. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) - Crayon etching | By the end of the lesson, the learner should be able to: draw a wind instrument using crayon etching technique to express texture. | The learner is guided to: brainstorm on the caring for a wind instrument and its importance. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: value indigenous wind musical instruments from Kenyan communities. | The learner is guided to: take turns to practice care and maintenance of a wind instrument. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: identify indigenous wind musical instruments from Kenyan communities. | The learner is guided to: explore real/virtual drawings to discuss texture (cross hatching). | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: explain the role of the parts of a wind instrument in sound production. | The learner is guided to: draw a composition of two wind instruments using crayon etching technique with emphasis on texture (cross hatching). | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: make a wind instrument using locally available materials. | The learner is guided to: display and talk about own and others' created work using appropriate language. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: care for an indigenous Kenyan musical wind instrument. | The learner is guided to: view real/pictures/videos of indigenous wind instruments from Kenyan communities and identify them. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: draw a wind instrument using crayon etching technique to express texture. | The learner is guided to: name the parts of a wind instrument and discuss how they contribute towards sound production. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: value indigenous wind musical instruments from Kenyan communities. | The learner is guided to: source locally available materials and make a wind instrument while observing safety and cleans the working area. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: identify indigenous wind musical instruments from Kenyan communities. | The learner is guided to: tune the wind instrument made for functionality. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: explain the role of the parts of a wind instrument in sound production. | The learner is guided to: brainstorm on the caring for a wind instrument and its importance. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Wind Musical Instruments (Drawing) | By the end of the lesson, the learner should be able to: make a wind instrument using locally available materials. | The learner is guided to: take turns to practice care and maintenance of a wind instrument. | What are the benefits of identifying indigenous wind instruments in Kenyan communities?; Why is it necessary to care for and maintain a wind instrument? | 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 | Football | By the end of the lesson, the learner should be able to: execute the skills of kicking, stopping and dribbling in football. | The learner is guided to: observe a virtual or live game to identify kicking, stopping and dribbling skills in Football. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football - Stopping | By the end of the lesson, the learner should be able to: prepare papier mâché for casting cones. | The learner is guided to: demonstrate in-step kick and outside of the foot kicking in Football. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football - Dribbling | By the end of the lesson, the learner should be able to: cast marking cones using papier mâché for a Football game. | The learner is guided to: demonstrate inside of the foot and step trap stopping in Football. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football - Papier mâché, (shredding, soaking, pounding, mixing with adhesive) | By the end of the lesson, the learner should be able to: appreciate playing Football game on a field marked using cones for enjoyment. | The learner is guided to: demonstrate straight dribbling skill in Football. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football - Casting | By the end of the lesson, the learner should be able to: execute the skills of kicking, stopping and dribbling in football. | The learner is guided to: practice kicking skills in Football. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football | By the end of the lesson, the learner should be able to: prepare papier mâché for casting cones. | The learner is guided to: practise stopping skills in Football. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football | By the end of the lesson, the learner should be able to: cast marking cones using papier mâché for a Football game. | The learner is guided to: practise dribbling skills in Football. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football | By the end of the lesson, the learner should be able to: appreciate playing Football game on a field marked using cones for enjoyment. | The learner is guided to: observe videos on casting method in sculpture to familiarise on procedure. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football | By the end of the lesson, the learner should be able to: execute the skills of kicking, stopping and dribbling in football. | The learner is guided to: prepare papier mâché following correct procedure. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football | By the end of the lesson, the learner should be able to: prepare papier mâché for casting cones. | The learner is guided to: use a mould to cast papier mâché cones following correct procedure. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football | By the end of the lesson, the learner should be able to: cast marking cones using papier mâché for a Football game. | The learner is guided to: paint the cones for marking the playing area. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football | By the end of the lesson, the learner should be able to: appreciate playing Football game on a field marked using cones for enjoyment. | The learner is guided to: mark the playing area using the cones. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football | By the end of the lesson, the learner should be able to: execute the skills of kicking, stopping and dribbling in football. | The learner is guided to: play mini football games within the marked field while applying skills learnt. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football | By the end of the lesson, the learner should be able to: prepare papier mâché for casting cones. | The learner is guided to: observe a virtual or live game to identify kicking, stopping and dribbling skills in Football. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 | Football | By the end of the lesson, the learner should be able to: cast marking cones using papier mâché for a Football game. | The learner is guided to: demonstrate in-step kick and outside of the foot kicking in Football. | Why is the Football game popular?; What are the advantages of casting with papier mâché? | 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 5 Creative Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Creating and Executing
Melody · Melody - Kodaly hand signs: d r m f s · Melody - Composition techniques; Stepwise motion, narrow leaps, repetition of pitches, variation of pitches, ending on a long note · Melody - Qualities of a card;(layout, colour, lettering) · Melody - Card design · Rounders · Rounders - Fielding · Rounders - Carving a bat
PERFORMING AND DISPLAYING
Athletics · Athletics - Relays · Athletics - Plaiting technique · Fabric Decoration · Fabric Decoration - Tie and dye (circles and marbling) · Fabric Decoration - Appliqué · Kenyan Folk Dance · Kenyan Folk Dance - Components of a dance: songs, costumes, body movements, adornment, ornaments, formations, props and instruments · Kenyan Folk Dance - Performance components: songs, body movements, formations and patterns, instruments, costumes, body adornment, ornaments, props, safety and etiquette. · Puppetry
| 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: sing the sol-fa syllables d r m f s for pitch discrimination. | The learner is guided to: sing familiar songs based on the sol-fa syllables d r m f s. | Why is it necessary to apply composition techniques in composing a melody? | 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: d r m f s | By the end of the lesson, the learner should be able to: interpret the hand signs of the sol-fa syllables d r m f s. | The learner is guided to: sing the sol-fa syllables in ascending and descending order. | Why is it necessary to apply composition techniques in composing a melody? | 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 - Composition techniques; Stepwise motion, narrow leaps, repetition of pitches, variation of pitches, ending on a long note | By the end of the lesson, the learner should be able to: compose short melodies based on the sol-fa syllables d r m f s. | The learner is guided to: search for videos or watch live demonstrations of the Kodaly hand signs for d r m f s. and practice performing the hand signs. | Why is it necessary to apply composition techniques in composing a melody? | 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 - Qualities of a card;(layout, colour, lettering) | By the end of the lesson, the learner should be able to: make a decorated melody card for creativity. | The learner is guided to: orally and aurally identify the pitches d r m f s displayed on cards or played on a melodic instrument. | Why is it necessary to apply composition techniques in composing a melody? | 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 - Card design | By the end of the lesson, the learner should be able to: appreciate melodies created by self and others. | The learner is guided to: collaboratively play melody games such as question and answer phrases, completing a given phrase orally; listen to songs and discuss the composition techniques used. | Why is it necessary to apply composition techniques in composing a melody? | 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: sing the sol-fa syllables d r m f s for pitch discrimination. | The learner is guided to: apply compositional techniques to create short melodies using the sol-fa syllables d r m f s and the note values learnt observing integrity. | Why is it necessary to apply composition techniques in composing a melody? | 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: interpret the hand signs of the sol-fa syllables d r m f s. | The learner is guided to: measure, cut and fold paper to create card layout (use a hard coloured paper). | Why is it necessary to apply composition techniques in composing a melody? | 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: compose short melodies based on the sol-fa syllables d r m f s. | The learner is guided to: write own created melody (using either French rhythm names or note symbols) on the card neatly. | Why is it necessary to apply composition techniques in composing a melody? | 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: make a decorated melody card for creativity. | The learner is guided to: cut out and paste assorted coloured papers to decorate the card while observing safety. | Why is it necessary to apply composition techniques in composing a melody? | 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: appreciate melodies created by self and others. | The learner is guided to: record own and others’ melodies or present the melodies for sharing and peer review. | Why is it necessary to apply composition techniques in composing a melody? | 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 | Rounders | By the end of the lesson, the learner should be able to: identify the features of a rounders bat for familiarisation. | The learner is guided to: observe illustrations or actual samples of rounders bats to identify the features (knob, handle, grip, head, length and thickness). | How do fielding skills help players in a Rounders game? | 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 | Rounders - Fielding | By the end of the lesson, the learner should be able to: identify materials and tools used in carving. | The learner is guided to: watch videos/pictures on carving technique for familiarity. | How do fielding skills help players in a Rounders game? | 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 | Rounders - Carving a bat | By the end of the lesson, the learner should be able to: carve a bat for playing the Rounders game. | The learner is guided to: assemble materials and tools for carving a bat with focus on (wood cutting tools). | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: execute batting and fielding skills in a Rounders game for skills acquisition. | The learner is guided to: collaboratively, use locally available wood to carve rounders’ bats while observing safety demonstrate batting skills. | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: value the safety of self and others when playing the game of Rounders. | The learner is guided to: practise batting using the improvised bat practising fielding skills. | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: identify the features of a rounders bat for familiarisation. | The learner is guided to: play a Rounders game while observing safety. | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: identify materials and tools used in carving. | The learner is guided to: observe illustrations or actual samples of rounders bats to identify the features (knob, handle, grip, head, length and thickness). | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: carve a bat for playing the Rounders game. | The learner is guided to: watch videos/pictures on carving technique for familiarity. | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: execute batting and fielding skills in a Rounders game for skills acquisition. | The learner is guided to: assemble materials and tools for carving a bat with focus on (wood cutting tools). | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: value the safety of self and others when playing the game of Rounders. | The learner is guided to: collaboratively, use locally available wood to carve rounders’ bats while observing safety demonstrate batting skills. | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: identify the features of a rounders bat for familiarisation. | The learner is guided to: practise batting using the improvised bat practising fielding skills. | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: identify materials and tools used in carving. | The learner is guided to: play a Rounders game while observing safety. | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: carve a bat for playing the Rounders game. | The learner is guided to: observe illustrations or actual samples of rounders bats to identify the features (knob, handle, grip, head, length and thickness). | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: execute batting and fielding skills in a Rounders game for skills acquisition. | The learner is guided to: watch videos/pictures on carving technique for familiarity. | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: value the safety of self and others when playing the game of Rounders. | The learner is guided to: assemble materials and tools for carving a bat with focus on (wood cutting tools). | How do fielding skills help players in a Rounders game? | 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 | Rounders | By the end of the lesson, the learner should be able to: identify the features of a rounders bat for familiarisation. | The learner is guided to: collaboratively, use locally available wood to carve rounders’ bats while observing safety demonstrate batting skills. | How do fielding skills help players in a Rounders game? | 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: improvise batons for relay racing. | The learner is guided to: collect appropriate locally available materials for making batons (plastic, wood, bamboo, aluminium) and improvise a baton. | Why is observance of the visual and non-visual baton change skill important in a relay race?; How are plaiting materials prepared? | 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 - Relays | By the end of the lesson, the learner should be able to: make ropes using plaiting technique for relay racing. | The learner is guided to: explore actual and virtual samples of plaited basketry items. | Why is observance of the visual and non-visual baton change skill important in a relay race?; How are plaiting materials prepared? | 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 - Plaiting technique | By the end of the lesson, the learner should be able to: perform the skill of visual baton change in a relay race. | The learner is guided to: collect materials for plaiting a rope (sisal, leather, old fabric). | Why is observance of the visual and non-visual baton change skill important in a relay race?; How are plaiting materials prepared? | 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: execute nonvisual baton change in a relay race. | The learner is guided to: prepare and decorate the material for ropes by (cutting to size and dyeing/ painting). | Why is observance of the visual and non-visual baton change skill important in a relay race?; How are plaiting materials prepared? | 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 5 Creative Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PERFORMING AND DISPLAYING
Puppetry · Descant Recorder · Descant Recorder - Playing Techniques: fingering, breath control, tonguing, tone quality · Swimming (Optional) · Indigenous Kenyan Games (Optional)
APPRECIATION IN CREATIVE ARTS
Analysis of Creative Arts works · Analysis of Creative Arts works - East African Community Anthem: message, values, occasion and etiquette in performance
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | PERFORMING AND DISPLAYING | Puppetry | By the end of the lesson, the learner should be able to: identify a glove puppet for familiarity. | The learner is guided to: observe sample puppets in actual/virtual sources to identify a glove puppet for familiarisation. | Why are features of a puppet exaggerated? | 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 | Puppetry | By the end of the lesson, the learner should be able to: prepare materials used in making a glove puppet. | The learner is guided to: explore the environment responsibly to gather recyclable materials for making glove puppets, (found objects). | Why are features of a puppet exaggerated? | 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 | Puppetry | By the end of the lesson, the learner should be able to: make a glove puppet using recyclable materials. | The learner is guided to: make a glove puppet using recyclable materials with emphasis on functionality and exaggeration. | Why are features of a puppet exaggerated? | 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 | Puppetry | By the end of the lesson, the learner should be able to: perform a puppet show while singing topical songs for enjoyment. | The learner is guided to: decorate the puppet to bring out features for aesthetic. | Why are features of a puppet exaggerated? | 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 | Puppetry | By the end of the lesson, the learner should be able to: identify a glove puppet for familiarity. | The learner is guided to: present a puppet show incorporating topical songs with proper voice projection and clarity in pronunciation of words (diction). | Why are features of a puppet exaggerated? | 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 | Puppetry | By the end of the lesson, the learner should be able to: prepare materials used in making a glove puppet. | The learner is guided to: talk about own and peers’ puppets fairly. | Why are features of a puppet exaggerated? | 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 | Puppetry | By the end of the lesson, the learner should be able to: make a glove puppet using recyclable materials. | The learner is guided to: observe sample puppets in actual/virtual sources to identify a glove puppet for familiarisation. | Why are features of a puppet exaggerated? | 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: play notes G A B C1 D1 on the descant recorder. | The learner is guided to: observe the baroque fingering chart for note C1 and D1 and practice fingering the notes. | 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 - Playing Techniques: fingering, breath control, tonguing, tone quality | By the end of the lesson, the learner should be able to: play a melody built on the notes G A B C’ D’ on the descant recorder applying appropriate techniques. | The learner is guided to: responsibly search and watch a video/observe a demonstration on how to play notes C1and D1. | 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: create a random repeat pattern based on the notes G A B C1 D1 using a stencil. | The learner is guided to: play notes G A B C1 D1 on the descant recorder with appropriate techniques. | 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: enjoy playing melodies using the descant recorder. | The learner is guided to: play simple melodies based on the notes G A B C1 D1 on the descant recorder applying appropriate playing techniques. | 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 notes G A B C1 D1 on the descant recorder. | The learner is guided to: collaboratively create stencils of the notes G A B C1 D1. | 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: play a melody built on the notes G A B C’ D’ on the descant recorder applying appropriate techniques. | The learner is guided to: print random repeat patterns on paper with the stencils using contrasting colours (dabbing/ spraying method) and mount the patterns for display. | 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: create a random repeat pattern based on the notes G A B C1 D1 using a stencil. | The learner is guided to: play melodies based on the notes G A B C1 D1 before peers for review. | 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: enjoy playing melodies using the descant recorder. | The learner is guided to: observe the baroque fingering chart for note C1 and D1 and practice fingering the notes. | 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 G A B C1 D1 on the descant recorder. | The learner is guided to: responsibly search and watch a video/observe a demonstration on how to play notes C1and D1. | 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 a melody built on the notes G A B C’ D’ on the descant recorder applying appropriate techniques. | The learner is guided to: play notes G A B C1 D1 on the descant recorder with appropriate techniques. | 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: create a random repeat pattern based on the notes G A B C1 D1 using a stencil. | The learner is guided to: play simple melodies based on the notes G A B C1 D1 on the descant recorder applying appropriate playing techniques. | 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 | 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: collaboratively create stencils of the notes G A B C1 D1. | 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 | 2 | PERFORMING AND DISPLAYING | Descant Recorder | By the end of the lesson, the learner should be able to: play notes G A B C1 D1 on the descant recorder. | The learner is guided to: print random repeat patterns on paper with the stencils using contrasting colours (dabbing/ spraying method) and mount the patterns for display. | 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 | 3 | PERFORMING AND DISPLAYING | Swimming (Optional) | By the end of the lesson, the learner should be able to: describe the Front crawl technique in swimming. | The learner is guided to: watch an actual or live performance of a Front crawl in swimming to talk about the skill. | Why is hygiene and safety necessary in swimming? | 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) | By the end of the lesson, the learner should be able to: perform the Front crawl technique for skill acquisition. | The learner is guided to: demonstrate the front crawl skill in swimming (glide, body position, arm action, leg action and breathing) while inside the water. | Why is hygiene and safety necessary in swimming? | 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: apply the front crawl technique in swimming for enjoyment. | The learner is guided to: practise Front crawl skill while ensuring smooth progression (leg, arm action, rhythm and tempo). | Why is hygiene and safety necessary in swimming? | 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: appreciates own and others' efforts in performing the Front crawl technique. | The learner is guided to: swim using Front crawl in mini games while observing pool hygiene and safety. | Why is hygiene and safety necessary in swimming? | 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: describe the Front crawl technique in swimming. | The learner is guided to: talk about own and others’ performance for feedback. | Why is hygiene and safety necessary in swimming? | 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: perform the Front crawl technique for skill acquisition. | The learner is guided to: watch an actual or live performance of a Front crawl in swimming to talk about the skill. | Why is hygiene and safety necessary in swimming? | 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: apply the front crawl technique in swimming for enjoyment. | The learner is guided to: demonstrate the front crawl skill in swimming (glide, body position, arm action, leg action and breathing) while inside the water. | Why is hygiene and safety necessary in swimming? | 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: appreciates own and others' efforts in performing the Front crawl technique. | The learner is guided to: practise Front crawl skill while ensuring smooth progression (leg, arm action, rhythm and tempo). | Why is hygiene and safety necessary in swimming? | 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: describe the Front crawl technique in swimming. | The learner is guided to: swim using Front crawl in mini games while observing pool hygiene and safety. | Why is hygiene and safety necessary in swimming? | 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: perform the Front crawl technique for skill acquisition. | The learner is guided to: talk about own and others’ performance for feedback. | Why is hygiene and safety necessary in swimming? | 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 5 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 5 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.