CBE · Pre-Primary
PP2 Psychomotor & Creative Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Psychomotor & Creative Activities scheme of work for PP2 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
- PP2
- Subject
- Psychomotor & Creative Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — PP2 Psychomotor & Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Our Neighbourhood
Doodling · Doodling - Action songs-things found in the neighbourhoo d · Painting · Painting - Action song
Our School
Mosaic · Mosaic - Singing game – buildings found in school · Swinging and Stretching · Swinging and Stretching - Stretching activities · Swinging and Stretching - Singing game
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: identify materials used in doodling. | The learner is guided to: collect materials used in doodling. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Our Neighbourhood | Doodling - Action songs-things found in the neighbourhoo d | By the end of the lesson, the learner should be able to: make simple pictures of plants in the neighbourhood using doodling technique. | The learner is guided to: pick and name materials used in doodling in turns. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: perform action songs about things found in the neighbourhood for fun. | The learner is guided to: pick and share materials equitably for use in doodling. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: appreciate own and others' doodles. | The learner is guided to: make doodle simple pictures of plants in the neighbourhood. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: identify materials used in doodling. | The learner is guided to: sing action songs about things found in the neighbourhood. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: make simple pictures of plants in the neighbourhood using doodling technique. | The learner is guided to: Collaboratively, perform body movement as they sing about things found in the neighbourhood. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: perform action songs about things found in the neighbourhood for fun. | The learner is guided to: display their works and talk about their pictures. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: appreciate own and others' doodles. | The learner is guided to: collect materials used in doodling. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: identify materials used in doodling. | The learner is guided to: pick and name materials used in doodling in turns. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: make simple pictures of plants in the neighbourhood using doodling technique. | The learner is guided to: pick and share materials equitably for use in doodling. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: perform action songs about things found in the neighbourhood for fun. | The learner is guided to: make doodle simple pictures of plants in the neighbourhood. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: appreciate own and others' doodles. | The learner is guided to: sing action songs about things found in the neighbourhood. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: identify materials used in doodling. | The learner is guided to: Collaboratively, perform body movement as they sing about things found in the neighbourhood. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: make simple pictures of plants in the neighbourhood using doodling technique. | The learner is guided to: display their works and talk about their pictures. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Our Neighbourhood | Doodling | By the end of the lesson, the learner should be able to: perform action songs about things found in the neighbourhood for fun. | The learner is guided to: collect materials used in doodling. | How does one make a doodle?; Why is doodling a necessary skill? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: identify materials used for painting in the neighbourhood. | The learner is guided to: collect and name materials used for painting. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Our Neighbourhood | Painting - Action song | By the end of the lesson, the learner should be able to: paint picture cut-outs of items found in the neighbourhood. | The learner is guided to: watch a demonstration or video clips showing how painting is done. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: make patterns using painted picture cut-outs of items found in the neighbourhood. | The learner is guided to: pick and share painting materials. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: sing an action song about things found in the neighbourhood for enjoyment. | The learner is guided to: Use materials to paint picture cut outs of items found in the neighbourhood (observe safety by avoiding licking paints, and use paints responsibly). | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: appreciate own and others’ painted work for enjoyment. | The learner is guided to: take turns to make random patterns using the painted cut-out pictures. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: identify materials used for painting in the neighbourhood. | The learner is guided to: collaboratively, sing action song on things found in the neighbourhood. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: paint picture cut-outs of items found in the neighbourhood. | The learner is guided to: wash brushes and other painting materials after use for storage without damaging the bristle. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: make patterns using painted picture cut-outs of items found in the neighbourhood. | The learner is guided to: display their painted pictures to peers. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: sing an action song about things found in the neighbourhood for enjoyment. | The learner is guided to: Keep the painted pictures in their portfolio or files. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: appreciate own and others’ painted work for enjoyment. | The learner is guided to: collect and name materials used for painting. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: identify materials used for painting in the neighbourhood. | The learner is guided to: watch a demonstration or video clips showing how painting is done. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: paint picture cut-outs of items found in the neighbourhood. | The learner is guided to: pick and share painting materials. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: make patterns using painted picture cut-outs of items found in the neighbourhood. | The learner is guided to: Use materials to paint picture cut outs of items found in the neighbourhood (observe safety by avoiding licking paints, and use paints responsibly). | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: sing an action song about things found in the neighbourhood for enjoyment. | The learner is guided to: take turns to make random patterns using the painted cut-out pictures. | How does one paint on a surface?; Why do we paint objects? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | Our Neighbourhood | Painting | By the end of the lesson, the learner should be able to: appreciate own and others’ painted work for enjoyment. | The learner is guided to: collaboratively, sing action song on things found in the neighbourhood. | How does one paint on a surface?; Why do we paint objects? | 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 — PP2 Psychomotor & Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Our School
Swinging and Stretching · Swinging and Stretching - Stretching activities · Swinging and Stretching - Singing game · Body Percussions · Body Percussions - Rhythm patterns · Body Percussions - Body movements · Body Percussions - colouring
Our Market
Colouring · Colouring - Singing game
Animals
Modelling · Modelling - Fun games
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Our School | Swinging and Stretching | By the end of the lesson, the learner should be able to: differentiate swinging and stretching activities. | The learner is guided to: watch a demonstration or video clips on swinging and stretching activities demonstrate swinging. | How do you stretch and swing?; Why do you stretch or swing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Our School | Swinging and Stretching - Stretching activities | By the end of the lesson, the learner should be able to: perform swinging activities in school for gross motor development. | The learner is guided to: practise swinging the arms, waist, shoulders, head while observing safety demonstrate stretching. | How do you stretch and swing?; Why do you stretch or swing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Our School | Swinging and Stretching - Singing game | By the end of the lesson, the learner should be able to: perform stretching activities in school for gross motor development. | The learner is guided to: practise stretching hands and legs in different directions. | How do you stretch and swing?; Why do you stretch or swing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Our School | Swinging and Stretching | By the end of the lesson, the learner should be able to: perform a singing game while swinging and stretching for fun. | The learner is guided to: collaboratively engage in a fun singing game while swinging and stretching. | How do you stretch and swing?; Why do you stretch or swing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Our School | Swinging and Stretching | By the end of the lesson, the learner should be able to: appreciated own and others’ pictures. | The learner is guided to: display and talk about own and others performance in swinging and stretching. | How do you stretch and swing?; Why do you stretch or swing? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: identify parts of the body that can be used as percussion in performance of music in school. | The learner is guided to: watch a demonstration or video clips of performance of music using body percussion. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Our School | Body Percussions - Rhythm patterns | By the end of the lesson, the learner should be able to: perform rhythms patterns using body percussion when singing in school. | The learner is guided to: name parts of the body that can be used to perform music. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Our School | Body Percussions - Body movements | By the end of the lesson, the learner should be able to: perform movements using rhythm patterns of body percussions. | The learner is guided to: practise rhythmic patterns while clapping, stumping and snapping. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Our School | Body Percussions - colouring | By the end of the lesson, the learner should be able to: colour drawn pictures of parts of the body used as body percussions. | The learner is guided to: practise singing while clapping, stumping and snapping in groups. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: appreciate own and other’s efforts in body percussion. | The learner is guided to: colour drawn pictures of hands, feet, fingers and display. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: identify parts of the body that can be used as percussion in performance of music in school. | The learner is guided to: talk about own and others performance. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: perform rhythms patterns using body percussion when singing in school. | The learner is guided to: watch a demonstration or video clips of performance of music using body percussion. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: perform movements using rhythm patterns of body percussions. | The learner is guided to: name parts of the body that can be used to perform music. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: colour drawn pictures of parts of the body used as body percussions. | The learner is guided to: practise rhythmic patterns while clapping, stumping and snapping. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: appreciate own and other’s efforts in body percussion. | The learner is guided to: practise singing while clapping, stumping and snapping in groups. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: identify parts of the body that can be used as percussion in performance of music in school. | The learner is guided to: colour drawn pictures of hands, feet, fingers and display. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: perform rhythms patterns using body percussion when singing in school. | The learner is guided to: talk about own and others performance. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: perform movements using rhythm patterns of body percussions. | The learner is guided to: watch a demonstration or video clips of performance of music using body percussion. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: colour drawn pictures of parts of the body used as body percussions. | The learner is guided to: name parts of the body that can be used to perform music. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: appreciate own and other’s efforts in body percussion. | The learner is guided to: practise rhythmic patterns while clapping, stumping and snapping. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: identify parts of the body that can be used as percussion in performance of music in school. | The learner is guided to: practise singing while clapping, stumping and snapping in groups. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: perform rhythms patterns using body percussion when singing in school. | The learner is guided to: colour drawn pictures of hands, feet, fingers and display. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: perform movements using rhythm patterns of body percussions. | The learner is guided to: talk about own and others performance. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: colour drawn pictures of parts of the body used as body percussions. | The learner is guided to: watch a demonstration or video clips of performance of music using body percussion. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Our School | Body Percussions | By the end of the lesson, the learner should be able to: appreciate own and other’s efforts in body percussion. | The learner is guided to: name parts of the body that can be used to perform music. | How can we use parts of our body to create musical rhythms?; How can you clapping make a rhythm? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Our Market | Colouring | By the end of the lesson, the learner should be able to: identify colours of items or objects found in the market. | The learner is guided to: watch video clips showing colours of common items or objects found in the market. | Why do people go to the market?; Why do we apply colour on drawn pictures? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Our Market | Colouring - Singing game | By the end of the lesson, the learner should be able to: colour the drawn pictures of items or objects found in the market. | The learner is guided to: collect and name materials used for colouring. | Why do people go to the market?; Why do we apply colour on drawn pictures? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Our Market | Colouring | By the end of the lesson, the learner should be able to: perform a singing game about things found in the market. | The learner is guided to: pick and share equitably the colouring materials. | Why do people go to the market?; Why do we apply colour on drawn pictures? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Our Market | Colouring | By the end of the lesson, the learner should be able to: appreciate own and others coloured pictures of objects found in the market. | The learner is guided to: mention items or objects found in the market. | Why do people go to the market?; Why do we apply colour on drawn pictures? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | Our Market | Colouring | By the end of the lesson, the learner should be able to: identify colours of items or objects found in the market. | The learner is guided to: collaboratively, colour pictures of items or objects found in the market. | Why do people go to the market?; Why do we apply colour on drawn pictures? | 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 — PP2 Psychomotor & Creative Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Animals
Modelling · Modelling - Fun games · Walking and Hopping
Weather
Paper Pleating · Paper Pleating - Action song about sunny days
Water
Water Play · Water Play - Colour drawings · Water Play - Water safety
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Animals | Modelling | By the end of the lesson, the learner should be able to: identify materials for modelling. | The learner is guided to: collect materials used in modelling; name materials used in modelling. | Why do we model?; How do we model domestic animals? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Animals | Modelling - Fun games | By the end of the lesson, the learner should be able to: model domestic animals using rolling technique for skill acquisition. | The learner is guided to: share materials used in modelling. | Why do we model?; How do we model domestic animals? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Animals | Modelling | By the end of the lesson, the learner should be able to: perform fun game activities while reciting rhymes about domestic animals for fun. | The learner is guided to: observe modelled items of domestic animals; collaboratively model domestic animals using rolling technique. | Why do we model?; How do we model domestic animals? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Animals | Modelling | By the end of the lesson, the learner should be able to: appreciate modelling domestic animals using rolling technique. | The learner is guided to: play fun games while reciting rhymes about domestic animals. | Why do we model?; How do we model domestic animals? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | Animals | Modelling | By the end of the lesson, the learner should be able to: identify materials for modelling. | The learner is guided to: collect used and unused materials and put them in appropriate places; display and talk about their modelled work. | Why do we model?; How do we model domestic animals? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 6 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: differentiate walking and hopping activities. | The learner is guided to: watch a demonstration or videos of animals that walk and those that hop. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: imitate walking and hopping like animals for enjoyment. | The learner is guided to: demonstrate walking like animals. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: colour pictures of animals that can walk or hop for fun. | The learner is guided to: demonstrate hopping like animals. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: appreciate walking and hopping like animals for enjoyment. | The learner is guided to: imitate walking like animals. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: differentiate walking and hopping activities. | The learner is guided to: imitate hopping like animals. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: imitate walking and hopping like animals for enjoyment. | The learner is guided to: recite rhymes about animals while imitating how they walk and hop. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 6 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: colour pictures of animals that can walk or hop for fun. | The learner is guided to: colour the provided picture outline of animals that hops or walk. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: appreciate walking and hopping like animals for enjoyment. | The learner is guided to: display and talk about their coloured pictures of animals. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: differentiate walking and hopping activities. | The learner is guided to: watch a demonstration or videos of animals that walk and those that hop. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: imitate walking and hopping like animals for enjoyment. | The learner is guided to: demonstrate walking like animals. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: colour pictures of animals that can walk or hop for fun. | The learner is guided to: demonstrate hopping like animals. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: appreciate walking and hopping like animals for enjoyment. | The learner is guided to: imitate walking like animals. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 6 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: differentiate walking and hopping activities. | The learner is guided to: imitate hopping like animals. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: imitate walking and hopping like animals for enjoyment. | The learner is guided to: recite rhymes about animals while imitating how they walk and hop. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Animals | Walking and Hopping | By the end of the lesson, the learner should be able to: colour pictures of animals that can walk or hop for fun. | The learner is guided to: colour the provided picture outline of animals that hops or walk. | Why do animals walk or hop?; When can one hop? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Weather | Paper Pleating | By the end of the lesson, the learner should be able to: identify materials used in paper pleating. | The learner is guided to: observe from actual samples of pleats or watch video clips of paper pleated images. | What materials do we use in paper pleating?; Why is a paper fan needed during sunny days? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Weather | Paper Pleating - Action song about sunny days | By the end of the lesson, the learner should be able to: make a paper fan using pleating technique for skill acquisition. | The learner is guided to: mention materials used in paper pleating. | What materials do we use in paper pleating?; Why is a paper fan needed during sunny days? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | Weather | Paper Pleating | By the end of the lesson, the learner should be able to: perform action songs about sunny days using the paper fan. | The learner is guided to: Share materials used in making paper pleats equitably with peers. | What materials do we use in paper pleating?; Why is a paper fan needed during sunny days? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 6 | Weather | Paper Pleating | By the end of the lesson, the learner should be able to: appreciate making of paper fans for use during sunny days. | The learner is guided to: Collaboratively, make paper fans using paper pleating technique. | What materials do we use in paper pleating?; Why is a paper fan needed during sunny days? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Weather | Paper Pleating | By the end of the lesson, the learner should be able to: identify materials used in paper pleating. | The learner is guided to: sing action songs about sunny days. | What materials do we use in paper pleating?; Why is a paper fan needed during sunny days? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Weather | Paper Pleating | By the end of the lesson, the learner should be able to: make a paper fan using pleating technique for skill acquisition. | The learner is guided to: role play using paper fans with peers as they march. | What materials do we use in paper pleating?; Why is a paper fan needed during sunny days? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Weather | Paper Pleating | By the end of the lesson, the learner should be able to: perform action songs about sunny days using the paper fan. | The learner is guided to: collect waste paper from the working area and dispose them appropriately. | What materials do we use in paper pleating?; Why is a paper fan needed during sunny days? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Weather | Paper Pleating | By the end of the lesson, the learner should be able to: appreciate making of paper fans for use during sunny days. | The learner is guided to: display and talk about their paper craft work. | What materials do we use in paper pleating?; Why is a paper fan needed during sunny days? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | Weather | Paper Pleating | By the end of the lesson, the learner should be able to: identify materials used in paper pleating. | The learner is guided to: observe from actual samples of pleats or watch video clips of paper pleated images. | What materials do we use in paper pleating?; Why is a paper fan needed during sunny days? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 6 | Weather | Paper Pleating | By the end of the lesson, the learner should be able to: make a paper fan using pleating technique for skill acquisition. | The learner is guided to: mention materials used in paper pleating. | What materials do we use in paper pleating?; Why is a paper fan needed during sunny days? | 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 PP2 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 PP2 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.
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.