CBE · Upper Primary
Grade 6 Creative Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Creative Studies scheme of work for Grade 6 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 6
- Subject
- Creative Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 6 Creative Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND EXECUTING
String Musical Instruments and Drawing · Painting and Collage · Painting and Collage - Painting-brushstroke · Painting and Collage - Collage · Volleyball · Volleyball - Dig pass · Volleyball - Shading · Rhythm and Pattern Making · Weaving · Weaving - Card loom
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATING AND EXECUTING | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: identify string instruments from different indigenous communities in Kenya. | The learner is guided to: observe videos/pictures or real indigenous Kenyan string instruments and name the instrument, identify the community of origin and method of playing. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: describe the functions of the parts of a string instrument. | The learner is guided to: name parts of a string instrument from different indigenous communities in Kenya and explain their function(s). | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: make a fiddle using recyclable materials. | The learner is guided to: visit an institution or a cultural resource centre in the community/virtual site to familiarise themselves with Kenyan indigenous string instruments. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: identify pictures drawn using stippling technique. | The learner is guided to: assemble tools and material from the locality and make a fiddle while observing safety. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: draw a picture of a musical instrument using stippling technique. | The learner is guided to: brainstorm on ways of care for and maintenance of a string instrument and discuss the importance of doing so. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: value indigenous string instruments drawn from communities in Kenya. | The learner is guided to: research and identify a drawing done using stippling technique. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: identify string instruments from different indigenous communities in Kenya. | The learner is guided to: draw a still-life composition of any two string musical instruments using stippling technique with emphasis on: overlapping, balance of forms, tone/ texture. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: describe the functions of the parts of a string instrument. | The learner is guided to: value others’ ideas as they talk about their own and others' displayed work. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: make a fiddle using recyclable materials. | The learner is guided to: observe videos/pictures or real indigenous Kenyan string instruments and name the instrument, identify the community of origin and method of playing. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: identify pictures drawn using stippling technique. | The learner is guided to: name parts of a string instrument from different indigenous communities in Kenya and explain their function(s). | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: draw a picture of a musical instrument using stippling technique. | The learner is guided to: visit an institution or a cultural resource centre in the community/virtual site to familiarise themselves with Kenyan indigenous string instruments. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: value indigenous string instruments drawn from communities in Kenya. | The learner is guided to: assemble tools and material from the locality and make a fiddle while observing safety. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: identify string instruments from different indigenous communities in Kenya. | The learner is guided to: brainstorm on ways of care for and maintenance of a string instrument and discuss the importance of doing so. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: describe the functions of the parts of a string instrument. | The learner is guided to: research and identify a drawing done using stippling technique. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | String Musical Instruments and Drawing | By the end of the lesson, the learner should be able to: make a fiddle using recyclable materials. | The learner is guided to: draw a still-life composition of any two string musical instruments using stippling technique with emphasis on: overlapping, balance of forms, tone/ texture. | Why are indigenous string musical instruments necessary in music?; How is overlapping achieved in still-life 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 | Painting and Collage | By the end of the lesson, the learner should be able to: classify colour categories on the colour wheel for familiarity. | The learner is guided to: mix and paint a colour wheel to represent primary, secondary and tertiary colours. | Why is mounting of pictures important? | 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 | Painting and Collage - Painting-brushstroke | By the end of the lesson, the learner should be able to: paint a still life composition using brush stroke technique. | The learner is guided to: mix and paint a surface to create tonal gradation by; thinning same tone/adding dark tone. | Why is mounting of pictures important? | 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 | Painting and Collage - Collage | By the end of the lesson, the learner should be able to: mount the painting using mat technique for display. | The learner is guided to: illustrate painting to create varied texture focusing on; brush position/angle, brush load and brush strokes. | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: create a collage composition to apply the characteristics. | The learner is guided to: paint any two objects overlapping inspired by football game, (tone and texture. | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: appreciate painting and collage techniques. | The learner is guided to: source for mounting materials and tools (papers, glue, cutting tools). | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: classify colour categories on the colour wheel for familiarity. | The learner is guided to: prepare the picture and mat surface by; measuring and cutting. | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: paint a still life composition using brush stroke technique. | The learner is guided to: attach the picture on the mat surface (centred position). | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: mount the painting using mat technique for display. | The learner is guided to: explore actual/virtual samples of collage pictures to discuss characteristics; multi/mixed media and texture. | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: create a collage composition to apply the characteristics. | The learner is guided to: collect and prepare the papers for making collage with focus on: texture and colour of the materials, adhesives, and support. | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: appreciate painting and collage techniques. | The learner is guided to: collaboratively, make a collage with a theme ‘homestead’ to apply the characteristics. | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: classify colour categories on the colour wheel for familiarity. | The learner is guided to: talk about own and others work. | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: paint a still life composition using brush stroke technique. | The learner is guided to: mix and paint a colour wheel to represent primary, secondary and tertiary colours. | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: mount the painting using mat technique for display. | The learner is guided to: mix and paint a surface to create tonal gradation by; thinning same tone/adding dark tone. | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: create a collage composition to apply the characteristics. | The learner is guided to: illustrate painting to create varied texture focusing on; brush position/angle, brush load and brush strokes. | Why is mounting of pictures important? | 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 | Painting and Collage | By the end of the lesson, the learner should be able to: appreciate painting and collage techniques. | The learner is guided to: paint any two objects overlapping inspired by football game, (tone and texture. | Why is mounting of pictures important? | 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 6 Creative Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND EXECUTING
Weaving · Weaving - Card loom · Gymnastics · Gymnastics - 3- action sequence · Melody · Melody - Composition techniques: narrow leaps (thirds), stepwise motion, repetition, variation and appropriate ending
PERFORMING AND DISPLAYING
Athletics · Athletics - High jump-scissor style · Descant Recorder · Descant Recorder - Playing techniques; fingering, tonguing and posture · Descant Recorder - Melody of the Kenya National Anthem · Indigenous Kenyan Instrumental Ensembles · Indigenous Kenyan Instrumental Ensembles - Factors to consider to play in an instrumental ensemble; -choosing an appropriate instrument, - tuning - playing technique - tempo - synchrony with other instrumentalists - accuracy in rhythm/ melody - improvisation of rhythms and melodies
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATING AND EXECUTING | Weaving | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: research in virtual and actual sources to identify a plain weave. | Why is recycling beneficial to the environment? | 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 | Weaving - Card loom | By the end of the lesson, the learner should be able to: identify a plain weave for familiarity. | The learner is guided to: collect and prepare recyclable materials for weaving such as yarns, fibres among others). | Why is recycling beneficial to the environment? | 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 | Weaving | By the end of the lesson, the learner should be able to: prepare materials and tools for weaving. | The learner is guided to: make a serrated card loom on a stiff material and a shuttle, (small spacing). | Why is recycling beneficial to the environment? | 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 | Weaving | By the end of the lesson, the learner should be able to: weave a mat using plain weave on a serrated card loom. | The learner is guided to: weave a mat/scarf using a plain weave on a serrated card loom with emphasis on colour variation. | Why is recycling beneficial to the environment? | 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 | Weaving | By the end of the lesson, the learner should be able to: appreciate our own and peers’ woven items used for gymnastics performance. | The learner is guided to: finish the mat/scarf by cutting and tying the tassels. | Why is recycling beneficial to the environment? | 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 | Weaving | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: display and positively critique each other’s woven items for reflective feedback. | Why is recycling beneficial to the environment? | 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 | Weaving | By the end of the lesson, the learner should be able to: identify a plain weave for familiarity. | The learner is guided to: research in virtual and actual sources to identify a plain weave. | Why is recycling beneficial to the environment? | 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 | Weaving | By the end of the lesson, the learner should be able to: prepare materials and tools for weaving. | The learner is guided to: collect and prepare recyclable materials for weaving such as yarns, fibres among others). | Why is recycling beneficial to the environment? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: watch a video or live performance of a cartwheel in gymnastics and talk about how it is done. | Why are sequences performed in Gymnastics? | 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 | Gymnastics - 3- action sequence | By the end of the lesson, the learner should be able to: describe the cartwheel skill in gymnastics. | The learner is guided to: demonstrate cartwheel skill in gymnastics. | Why are sequences performed in Gymnastics? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: perform the cartwheel skill in gymnastics. | The learner is guided to: practise the cartwheel skill. | Why are sequences performed in Gymnastics? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: perform 3-action sequence in cartwheel, forward roll and swan balance in gymnastics. | The learner is guided to: demonstrate sequencing of cartwheel, forward roll, and swan balance. | Why are sequences performed in Gymnastics? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: accompany a gymnastic 3 sequence performance using an indigenous instrumental ensemble. | The learner is guided to: practise a 3-action sequence of cartwheel, forward roll, a swan balance while observing safety. | Why are sequences performed in Gymnastics? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: appreciate the action sequence of gymnastic for enjoyment. | The learner is guided to: use rhythmic pattern to practise synchronised sequence of the gymnastic activity. | Why are sequences performed in Gymnastics? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: By the end of the Sub Strand, the learner should be able to. | The learner is guided to: perform in an instrumental ensemble during the execution of 3 sequence performances in a gymnastic activity. | Why are sequences performed in Gymnastics? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: describe the cartwheel skill in gymnastics. | The learner is guided to: observe each others’ gymnastic performance and give feedback. | Why are sequences performed in Gymnastics? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: perform the cartwheel skill in gymnastics. | The learner is guided to: watch a video or live performance of a cartwheel in gymnastics and talk about how it is done. | Why are sequences performed in Gymnastics? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: perform 3-action sequence in cartwheel, forward roll and swan balance in gymnastics. | The learner is guided to: demonstrate cartwheel skill in gymnastics. | Why are sequences performed in Gymnastics? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: accompany a gymnastic 3 sequence performance using an indigenous instrumental ensemble. | The learner is guided to: practise the cartwheel skill. | Why are sequences performed in Gymnastics? | 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 | Gymnastics | By the end of the lesson, the learner should be able to: appreciate the action sequence of gymnastic for enjoyment. | The learner is guided to: demonstrate sequencing of cartwheel, forward roll, and swan balance. | Why are sequences performed in Gymnastics? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CREATING AND EXECUTING | Melody | By the end of the lesson, the learner should be able to: sing the sol-fa syllables doh to doh1 ascending and descending. | The learner is guided to: sing sol-fa syllable doh to doh1 ascending and descending with accuracy in pitch. | How can melodies be made interesting during composition? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CREATING AND EXECUTING | Melody - Composition techniques: narrow leaps (thirds), stepwise motion, repetition, variation and appropriate ending | By the end of the lesson, the learner should be able to: perform the sol-fa ladder using Kodaly hand signs. | The learner is guided to: imitate sol-fa pitches sung or played on a melodic instrument for pitch discrimination. | How can melodies be made interesting during composition? | 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 | Melody | By the end of the lesson, the learner should be able to: aurally recognise sol-fa sounds doh to doh1 in familiar melodies. | The learner is guided to: listen to and sing familiar songs within the d-d1 range using sol-fa syllables. | How can melodies be made interesting during composition? | 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 | Melody | By the end of the lesson, the learner should be able to: compose short melodies within the range of doh to doh1. | The learner is guided to: practice singing and performing the sol-fa ladder using Kodaly hand signs. | How can melodies be made interesting during composition? | 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 | Melody | By the end of the lesson, the learner should be able to: write the sol-fa syllables using calligraphy lettering. | The learner is guided to: apply composition techniques to compose original melodies based on sol-fa syllables d r m f s l t d1. | How can melodies be made interesting during composition? | 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 | 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: use calligraphy lettering to add sol-fa syllables to created rhythms to form a melody. | How can melodies be made interesting during composition? | 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 | Melody | By the end of the lesson, the learner should be able to: sing the sol-fa syllables doh to doh1 ascending and descending. | The learner is guided to: record or present the created melodies to peers for review and improvement. | How can melodies be made interesting during composition? | 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 | Melody | By the end of the lesson, the learner should be able to: perform the sol-fa ladder using Kodaly hand signs. | The learner is guided to: sing sol-fa syllable doh to doh1 ascending and descending with accuracy in pitch. | How can melodies be made interesting during composition? | 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 | Melody | By the end of the lesson, the learner should be able to: aurally recognise sol-fa sounds doh to doh1 in familiar melodies. | The learner is guided to: imitate sol-fa pitches sung or played on a melodic instrument for pitch discrimination. | How can melodies be made interesting during composition? | 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 | Melody | By the end of the lesson, the learner should be able to: compose short melodies within the range of doh to doh1. | The learner is guided to: listen to and sing familiar songs within the d-d1 range using sol-fa syllables. | How can melodies be made interesting during composition? | 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 6 Creative Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
PERFORMING AND DISPLAYING
Indigenous Kenyan Instrumental Ensembles · Indigenous Kenyan Instrumental Ensembles - Factors to consider to play in an instrumental ensemble; -choosing an appropriate instrument, - tuning - playing technique - tempo - synchrony with other instrumentalists - accuracy in rhythm/ melody - improvisation of rhythms and melodies · Indigenous Kenyan Craft- Pottery · Indigenous Kenyan Craft- Pottery - Burnishing/stamping · Indigenous Kenyan Craft- Pottery - Firing · Swimming (Optional) · Indigenous Kenyan games (optional)
APPRECIATION IN CREATIVE ARTS
Analysis of Creative Arts works
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | PERFORMING AND DISPLAYING | Indigenous Kenyan Instrumental Ensembles | By the end of the lesson, the learner should be able to: identify the categories of indigenous Kenyan instrumental ensembles. | The learner is guided to: observe actual/ virtual samples of performance of Kenyan indigenous instrumental ensembles and classify them. | How can one play an instrument as part of an instrumental ensemble?" | 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 | Indigenous Kenyan Instrumental Ensembles - Factors to consider to play in an instrumental ensemble; -choosing an appropriate instrument, - tuning - playing technique - tempo - synchrony with other instrumentalists - accuracy in rhythm/ melody - improvisation of rhythms and melodies | By the end of the lesson, the learner should be able to: describe factors to consider when playing in an instrumental ensemble. | The learner is guided to: collaboratively identify the instruments that form part of the categories of the instrumental ensembles. | How can one play an instrument as part of an instrumental ensemble?" | 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 | Indigenous Kenyan Instrumental Ensembles | By the end of the lesson, the learner should be able to: play a selected instrument in an ensemble using appropriate techniques. | The learner is guided to: brainstorm on factors to consider for successful playing in an Indigenous Kenyan instrumental ensemble. | How can one play an instrument as part of an instrumental ensemble?" | 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 | Indigenous Kenyan Instrumental Ensembles | By the end of the lesson, the learner should be able to: appreciate the role of Kenyan indigenous musical instruments in performance. | The learner is guided to: select an instrument to perform in a Kenyan Indigenous Instrumental ensemble. | How can one play an instrument as part of an instrumental ensemble?" | 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 | Indigenous Kenyan Instrumental Ensembles | By the end of the lesson, the learner should be able to: identify the categories of indigenous Kenyan instrumental ensembles. | The learner is guided to: tune the selected instrument using appropriate technique. | How can one play an instrument as part of an instrumental ensemble?" | 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 | Indigenous Kenyan Instrumental Ensembles | By the end of the lesson, the learner should be able to: describe factors to consider when playing in an instrumental ensemble. | The learner is guided to: handle with care to practise and play a selected instrument in a Kenyan Indigenous Instrumental ensemble. | How can one play an instrument as part of an instrumental ensemble?" | 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 | Indigenous Kenyan Instrumental Ensembles | By the end of the lesson, the learner should be able to: play a selected instrument in an ensemble using appropriate techniques. | The learner is guided to: observe actual/ virtual samples of performance of Kenyan indigenous instrumental ensembles and classify them. | How can one play an instrument as part of an instrumental ensemble?" | 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 | Indigenous Kenyan Instrumental Ensembles | By the end of the lesson, the learner should be able to: appreciate the role of Kenyan indigenous musical instruments in performance. | The learner is guided to: collaboratively identify the instruments that form part of the categories of the instrumental ensembles. | How can one play an instrument as part of an instrumental ensemble?" | 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 | Indigenous Kenyan Craft- Pottery | By the end of the lesson, the learner should be able to: identify pottery items made using slab technique. | The learner is guided to: observe actual/ virtual samples of indigenous Kenyan pottery items and identify items made using slab technique. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery - Burnishing/stamping | By the end of the lesson, the learner should be able to: model a vase using slab technique for expression. | The learner is guided to: source clay from the environment (anthills, riverbanks among others) N/B take care of the environment. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery - Firing | By the end of the lesson, the learner should be able to: decorate a modelled item for aesthetic enhancement. | The learner is guided to: collaboratively, prepare the clay by kneading and wedging. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery | By the end of the lesson, the learner should be able to: appreciate pottery as Kenya indigenous craft. | The learner is guided to: roll clay into slabs of equal uniform thickness. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery | By the end of the lesson, the learner should be able to: identify pottery items made using slab technique. | The learner is guided to: cut slabs of clay (rectangular and circular) and join to form a vase. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery | By the end of the lesson, the learner should be able to: model a vase using slab technique for expression. | The learner is guided to: finish the vase by burnishing and stamping. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery | By the end of the lesson, the learner should be able to: decorate a modelled item for aesthetic enhancement. | The learner is guided to: leave to dry under shade. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery | By the end of the lesson, the learner should be able to: appreciate pottery as Kenya indigenous craft. | The learner is guided to: display and talk about own and others modelled item. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery | By the end of the lesson, the learner should be able to: identify pottery items made using slab technique. | The learner is guided to: observe actual/ virtual samples of indigenous Kenyan pottery items and identify items made using slab technique. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery | By the end of the lesson, the learner should be able to: model a vase using slab technique for expression. | The learner is guided to: source clay from the environment (anthills, riverbanks among others) N/B take care of the environment. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery | By the end of the lesson, the learner should be able to: decorate a modelled item for aesthetic enhancement. | The learner is guided to: collaboratively, prepare the clay by kneading and wedging. | Why are clay items dried under the shade? | 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 | Indigenous Kenyan Craft- Pottery | By the end of the lesson, the learner should be able to: appreciate pottery as Kenya indigenous craft. | The learner is guided to: roll clay into slabs of equal uniform thickness. | Why are clay items dried under the shade? | 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 body position in breaststroke. | The learner is guided to: watch a virtual or actual performance to observe breaststroke in swimming demonstrate breaststroke skill. | Why are swimming skills considered as survival skills? | 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 breaststroke in swimming for skill acquisition. | The learner is guided to: practise breaststroke skills while observing safety. | Why are swimming skills considered as survival skills? | 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: acknowledge own and others’ efforts while performing breast stroke skills in swimming. | The learner is guided to: apply the skills of breaststroke in swimming game. | Why are swimming skills considered as survival skills? | 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: describe the body position in breaststroke. | The learner is guided to: observe each other swim using breaststroke and give feedback. | Why are swimming skills considered as survival skills? | 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: perform breaststroke in swimming for skill acquisition. | The learner is guided to: watch a virtual or actual performance to observe breaststroke in swimming demonstrate breaststroke skill. | Why are swimming skills considered as survival skills? | 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: acknowledge own and others’ efforts while performing breast stroke skills in swimming. | The learner is guided to: practise breaststroke skills while observing safety. | Why are swimming skills considered as survival skills? | 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: describe the body position in breaststroke. | The learner is guided to: apply the skills of breaststroke in swimming game. | Why are swimming skills considered as survival skills? | 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: perform breaststroke in swimming for skill acquisition. | The learner is guided to: observe each other swim using breaststroke and give feedback. | Why are swimming skills considered as survival skills? | 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: acknowledge own and others’ efforts while performing breast stroke skills in swimming. | The learner is guided to: watch a virtual or actual performance to observe breaststroke in swimming demonstrate breaststroke skill. | Why are swimming skills considered as survival skills? | 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: describe the body position in breaststroke. | The learner is guided to: practise breaststroke skills while observing safety. | Why are swimming skills considered as survival skills? | 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 6 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 6 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.