CBE · Pre-Primary
PP1 Psychomotor & Creative Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Psychomotor & Creative Activities scheme of work for PP1 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
- PP1
- Subject
- Psychomotor & Creative Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — PP1 Psychomotor & Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Myself
Scribbling · Scribbling - action song · Scribbling - Play activities · Printing · Printing - Foot printing · Printing - Singing game · Printing - Play activities
My Family
Colouring · Colouring - Recite simple rhymes-foods eaten · Colouring - Movements · Joining Dots · Joining Dots - Singing game
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Myself | Scribbling | By the end of the lesson, the learner should be able to: identify materials used for scribbling. | The learner is guided to: collect materials from local environment. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Myself | Scribbling - action song | By the end of the lesson, the learner should be able to: scribble using varied materials for fine motor development. | The learner is guided to: mention dry media used to scribble. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Myself | Scribbling - Play activities | By the end of the lesson, the learner should be able to: perform action songs on body parts used in scribbling. | The learner is guided to: freely pick and share the materials while taking turns. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Myself | Scribbling | By the end of the lesson, the learner should be able to: perform play activities that involves scribbling while observing safety. | The learner is guided to: scribble using materials to fill the given space. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Myself | Scribbling | By the end of the lesson, the learner should be able to: appreciate own and others’ scribbled work. | The learner is guided to: observe safety measures when using the materials. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | Myself | Scribbling | By the end of the lesson, the learner should be able to: identify materials used for scribbling. | The learner is guided to: sing action song about body parts while stretching fingers, hands or feet to demonstrate self-awareness. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Myself | Scribbling | By the end of the lesson, the learner should be able to: scribble using varied materials for fine motor development. | The learner is guided to: engage in play activities on scribbling with peers. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Myself | Scribbling | By the end of the lesson, the learner should be able to: perform action songs on body parts used in scribbling. | The learner is guided to: display own scribbled pictures and comment positively on each other's work. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Myself | Scribbling | By the end of the lesson, the learner should be able to: perform play activities that involves scribbling while observing safety. | The learner is guided to: collect materials from local environment. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Myself | Scribbling | By the end of the lesson, the learner should be able to: appreciate own and others’ scribbled work. | The learner is guided to: mention dry media used to scribble. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Myself | Scribbling | By the end of the lesson, the learner should be able to: identify materials used for scribbling. | The learner is guided to: freely pick and share the materials while taking turns. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | Myself | Scribbling | By the end of the lesson, the learner should be able to: scribble using varied materials for fine motor development. | The learner is guided to: scribble using materials to fill the given space. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Myself | Scribbling | By the end of the lesson, the learner should be able to: perform action songs on body parts used in scribbling. | The learner is guided to: observe safety measures when using the materials. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Myself | Scribbling | By the end of the lesson, the learner should be able to: perform play activities that involves scribbling while observing safety. | The learner is guided to: sing action song about body parts while stretching fingers, hands or feet to demonstrate self-awareness. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Myself | Scribbling | By the end of the lesson, the learner should be able to: appreciate own and others’ scribbled work. | The learner is guided to: engage in play activities on scribbling with peers. | Why do you scribble?; How can one scribble? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Myself | Printing | By the end of the lesson, the learner should be able to: identify materials used for printing. | The learner is guided to: mention materials for printing. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Myself | Printing - Foot printing | By the end of the lesson, the learner should be able to: make hand print patterns for fun. | The learner is guided to: collect locally available materials for making hand and foot prints. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | Myself | Printing - Singing game | By the end of the lesson, the learner should be able to: make foot print patterns for fun. | The learner is guided to: pick and share the collected materials for hand or foot printing. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Myself | Printing - Play activities | By the end of the lesson, the learner should be able to: perform a singing game about body parts for self - awareness. | The learner is guided to: interact peacefully with others while distributing and sharing materials for making hand or foot printing. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Myself | Printing | By the end of the lesson, the learner should be able to: Perform play activities on printing for fun. | The learner is guided to: work together to make hand print patterns using collected materials. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Myself | Printing | By the end of the lesson, the learner should be able to: appreciate own and others’ print works. | The learner is guided to: work together to make foot print patterns using collected materials. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Myself | Printing | By the end of the lesson, the learner should be able to: identify materials used for printing. | The learner is guided to: practise a familiar singing game on body parts. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Myself | Printing | By the end of the lesson, the learner should be able to: make hand print patterns for fun. | The learner is guided to: collaboratively play games that involves printing. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | Myself | Printing | By the end of the lesson, the learner should be able to: make foot print patterns for fun. | The learner is guided to: display their print work by sticking or hanging in class for appreciation. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Myself | Printing | By the end of the lesson, the learner should be able to: perform a singing game about body parts for self - awareness. | The learner is guided to: keep their print work in a portfolio for safe storage. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Myself | Printing | By the end of the lesson, the learner should be able to: Perform play activities on printing for fun. | The learner is guided to: clear working areas and return materials to appropriate places. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Myself | Printing | By the end of the lesson, the learner should be able to: appreciate own and others’ print works. | The learner is guided to: mention materials for printing. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Myself | Printing | By the end of the lesson, the learner should be able to: identify materials used for printing. | The learner is guided to: collect locally available materials for making hand and foot prints. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Myself | Printing | By the end of the lesson, the learner should be able to: make hand print patterns for fun. | The learner is guided to: pick and share the collected materials for hand or foot printing. | Why do we make hand prints?; Why is printing fun? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | Myself | Printing | By the end of the lesson, the learner should be able to: make foot print patterns for fun. | The learner is guided to: interact peacefully with others while distributing and sharing materials for making hand or foot printing. | Why do we make hand prints?; Why is printing fun? | 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 — PP1 Psychomotor & Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
My Family
Joining Dots · Joining Dots - Singing game
My Home
Modelling · Modelling - Action songs-items found at home · Musical Sounds · Musical Sounds - Birds sounds · Musical Sounds - Objects sounds-vehicles, clock, water ,utensils
My School
Crawling and Bending · Crawling and Bending - Bending activities · Crawling and Bending - Action song
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: identify materials used in joining dots. | The learner is guided to: collect materials used in joining dots. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | My Family | Joining Dots - Singing game | By the end of the lesson, the learner should be able to: join dots to make pictures of clothes worn by family members. | The learner is guided to: observe samples of pictures made from joining dots. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: perform singing games while displaying clothes worn by family members. | The learner is guided to: pick and share materials equitably to join dots to make pictures of clothes worn by family members. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: appreciate own and others dotted pictures of clothes worn by family members. | The learner is guided to: take turns to use the materials to join dots on the provided picture outlines. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: identify materials used in joining dots. | The learner is guided to: practise joining dots on the provided dotted pictures of clothes. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: join dots to make pictures of clothes worn by family members. | The learner is guided to: collaborate in a singing game while demonstrating movements to form patterns. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: perform singing games while displaying clothes worn by family members. | The learner is guided to: display clothes worn by family members. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: appreciate own and others dotted pictures of clothes worn by family members. | The learner is guided to: select colours of own choice to colour the dotted pictures of clothes. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: identify materials used in joining dots. | The learner is guided to: display the dotted pictures made to peers. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: join dots to make pictures of clothes worn by family members. | The learner is guided to: talk about their own and others’ pictures of clothes. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: perform singing games while displaying clothes worn by family members. | The learner is guided to: collect materials used in joining dots. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: appreciate own and others dotted pictures of clothes worn by family members. | The learner is guided to: observe samples of pictures made from joining dots. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: identify materials used in joining dots. | The learner is guided to: pick and share materials equitably to join dots to make pictures of clothes worn by family members. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: join dots to make pictures of clothes worn by family members. | The learner is guided to: take turns to use the materials to join dots on the provided picture outlines. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | My Family | Joining Dots | By the end of the lesson, the learner should be able to: perform singing games while displaying clothes worn by family members. | The learner is guided to: practise joining dots on the provided dotted pictures of clothes. | Why do we join dots?; Why is it necessary to join dots? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | My Home | Modelling | By the end of the lesson, the learner should be able to: identify materials used in modelling. | The learner is guided to: watch video clips demonstrating the slab technique. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | My Home | Modelling - Action songs-items found at home | By the end of the lesson, the learner should be able to: model utensils found at home using the slab technique. | The learner is guided to: collect materials used in modelling observe real utensils. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | My Home | Modelling | By the end of the lesson, the learner should be able to: perform action songs on items found at home for awareness. | The learner is guided to: share modelling materials amongst themselves. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | My Home | Modelling | By the end of the lesson, the learner should be able to: appreciate own and others’ modelled works. | The learner is guided to: collaboratively, model utensils using the slab technique by observing the real utensils. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | My Home | Modelling | By the end of the lesson, the learner should be able to: identify materials used in modelling. | The learner is guided to: sing action songs as they model showcase the modelled utensils as one of the items found at home. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | My Home | Modelling | By the end of the lesson, the learner should be able to: model utensils found at home using the slab technique. | The learner is guided to: role-play using the modelled utensils. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | My Home | Modelling | By the end of the lesson, the learner should be able to: perform action songs on items found at home for awareness. | The learner is guided to: display their modelled work while making some fun movements. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | My Home | Modelling | By the end of the lesson, the learner should be able to: appreciate own and others’ modelled works. | The learner is guided to: clean their working areas and store the modelled utensils in the creative corner. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | My Home | Modelling | By the end of the lesson, the learner should be able to: identify materials used in modelling. | The learner is guided to: watch video clips demonstrating the slab technique. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | My Home | Modelling | By the end of the lesson, the learner should be able to: model utensils found at home using the slab technique. | The learner is guided to: collect materials used in modelling observe real utensils. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | My Home | Modelling | By the end of the lesson, the learner should be able to: perform action songs on items found at home for awareness. | The learner is guided to: share modelling materials amongst themselves. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | My Home | Modelling | By the end of the lesson, the learner should be able to: appreciate own and others’ modelled works. | The learner is guided to: collaboratively, model utensils using the slab technique by observing the real utensils. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | My Home | Modelling | By the end of the lesson, the learner should be able to: identify materials used in modelling. | The learner is guided to: sing action songs as they model showcase the modelled utensils as one of the items found at home. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | My Home | Modelling | By the end of the lesson, the learner should be able to: model utensils found at home using the slab technique. | The learner is guided to: role-play using the modelled utensils. | Why do you like modelling?; How can you model items? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | My Home | Modelling | By the end of the lesson, the learner should be able to: perform action songs on items found at home for awareness. | The learner is guided to: display their modelled work while making some fun movements. | Why do you like modelling?; How can you model items? | 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 — PP1 Psychomotor & Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
My School
Crawling and Bending · Crawling and Bending - Bending activities · Crawling and Bending - Action song · Singing Game · Singing Game - Colour – items found in the class · Water Play · Water Play - Splashing water · Water Play - Dipping hands in water · Water Play - Recite simple rhymes
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: differentiate between crawling and bending activities through practice. | The learner is guided to: watch a demonstration or videos showing learners engaged in bending and crawling activities. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | My School | Crawling and Bending - Bending activities | By the end of the lesson, the learner should be able to: perform crawling activities in the school playing field. | The learner is guided to: demonstrate crawling on safe and clean surface. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | My School | Crawling and Bending - Action song | By the end of the lesson, the learner should be able to: perform bending forward and sideways for gross motor development. | The learner is guided to: demonstrate bending on safe and clean surface. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: sing action songs involving crawling and bending movements for fun. | The learner is guided to: practise crawling on safe and clean surface, display calmness and practice bending forward and sideways while picking balls from the ground. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: appreciate own and others’ performance in crawling and bending activities in the school playing field. | The learner is guided to: sing action songs while performing crawling and bending movements. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: differentiate between crawling and bending activities through practice. | The learner is guided to: collaborate and play crawling and bending fun game. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: perform crawling activities in the school playing field. | The learner is guided to: use appropriate language in talking about own and others performance in crawling and bending. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: perform bending forward and sideways for gross motor development. | The learner is guided to: watch a demonstration or videos showing learners engaged in bending and crawling activities. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: sing action songs involving crawling and bending movements for fun. | The learner is guided to: demonstrate crawling on safe and clean surface. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: appreciate own and others’ performance in crawling and bending activities in the school playing field. | The learner is guided to: demonstrate bending on safe and clean surface. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: differentiate between crawling and bending activities through practice. | The learner is guided to: practise crawling on safe and clean surface, display calmness and practice bending forward and sideways while picking balls from the ground. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: perform crawling activities in the school playing field. | The learner is guided to: sing action songs while performing crawling and bending movements. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: perform bending forward and sideways for gross motor development. | The learner is guided to: collaborate and play crawling and bending fun game. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: sing action songs involving crawling and bending movements for fun. | The learner is guided to: use appropriate language in talking about own and others performance in crawling and bending. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: appreciate own and others’ performance in crawling and bending activities in the school playing field. | The learner is guided to: watch a demonstration or videos showing learners engaged in bending and crawling activities. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: differentiate between crawling and bending activities through practice. | The learner is guided to: demonstrate crawling on safe and clean surface. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: perform crawling activities in the school playing field. | The learner is guided to: demonstrate bending on safe and clean surface. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: perform bending forward and sideways for gross motor development. | The learner is guided to: practise crawling on safe and clean surface, display calmness and practice bending forward and sideways while picking balls from the ground. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: sing action songs involving crawling and bending movements for fun. | The learner is guided to: sing action songs while performing crawling and bending movements. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | My School | Crawling and Bending | By the end of the lesson, the learner should be able to: appreciate own and others’ performance in crawling and bending activities in the school playing field. | The learner is guided to: collaborate and play crawling and bending fun game. | Why is bending necessary?; How can one perform bending forward and sideways? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | My School | Singing Game | By the end of the lesson, the learner should be able to: identify items used in singing games at school. | The learner is guided to: collect and name items used in singing game. | Why are singing games performed?; When do we perform a singing game? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | My School | Singing Game - Colour – items found in the class | By the end of the lesson, the learner should be able to: perform singing games on things found at school for enjoyment. | The learner is guided to: pick and share items equitably. | Why are singing games performed?; When do we perform a singing game? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | My School | Singing Game | By the end of the lesson, the learner should be able to: apply colour to drawings of items found in class. | The learner is guided to: perform singing games using the collected items. | Why are singing games performed?; When do we perform a singing game? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | My School | Singing Game | By the end of the lesson, the learner should be able to: appreciate self and others’ performance in singing games. | The learner is guided to: form patterns of circles, triangles and rectangles while performing singing games. | Why are singing games performed?; When do we perform a singing game? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | My School | Singing Game | By the end of the lesson, the learner should be able to: identify items used in singing games at school. | The learner is guided to: practise skipping, jumping, marching, dancing and hopping movements when performing the singing game. | Why are singing games performed?; When do we perform a singing game? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | My School | Singing Game | By the end of the lesson, the learner should be able to: perform singing games on things found at school for enjoyment. | The learner is guided to: work harmoniously with others while performing singing games. | Why are singing games performed?; When do we perform a singing game? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | My School | Singing Game | By the end of the lesson, the learner should be able to: apply colour to drawings of items found in class. | The learner is guided to: observe safety while performing singing games. | Why are singing games performed?; When do we perform a singing game? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | My School | Singing Game | By the end of the lesson, the learner should be able to: appreciate self and others’ performance in singing games. | The learner is guided to: colour outlines of drawn items found in the classroom. | Why are singing games performed?; When do we perform a singing game? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | My School | Singing Game | By the end of the lesson, the learner should be able to: identify items used in singing games at school. | The learner is guided to: display and talk about own and other’s coloured pictures positively. | Why are singing games performed?; When do we perform a singing game? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | My School | Singing Game | By the end of the lesson, the learner should be able to: perform singing games on things found at school for enjoyment. | The learner is guided to: talk about own and others performance in singing games by recognising their efforts. | Why are singing games performed?; When do we perform a singing game? | 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.
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Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for PP1 Psychomotor & Creative Activities so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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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.
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