KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

UPPER PRIMARY SCHOOL CURRICULUM DESIGN

CREATIVE ARTS

GRADE 5

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 First Published 2017

Revised 2024

All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means,
electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

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TABLE OF CONTENTS

NATIONAL GOALS OF EDUCATION ............................................................................................................................................................iv

LESSON ALLOCATION AT UPPER PRIMARY .............................................................................................................................................vi

LEVEL LEARNING OUTCOMES.................................................................................................................................................................... vii

ESSENCE STATEMENT .................................................................................................................................................................................. vii

SUBJECT GENERAL LEARNING OUTCOMES ........................................................................................................................................... viii

STRAND: 1.0 CREATING AND EXECUTION ................................................................................................................................................ 1

STRAND 2.0 PERFORMANCE AND DISPLAY ............................................................................................................................................ 19

STRAND 3.0: APPRECIATION IN CREATIVE ARTS.................................................................................................................................. 33

APPENDIX I: COMMUNITY SERVICE LEARNING AT UPPER PRIMARY ............................................................................................ 37

APPENDIX II: SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES.................. 40

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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as one
people. Education should enable the learner to acquire a sense of nationhood and patriotism. It should also promote
peace and mutual respect for harmonious coexistence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and
national development.
b) Economic Needs
Education should prepare a learner with requisite competencies that support a modern and independent growing
economy. This should translate into high standards of living for every individual.
c) Technological and Industrial Needs
Education should provide the learner with necessary competences for technological and industrial development in
tandem with changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s
interests, talents and character for positive contribution to the society.

4. Promote sound moral and religious values

Education should promote acquisition of national values as enshrined in the Constitution. It should be geared
towards developing a self- disciplined and ethical citizen with sound moral and religious values.

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5. Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide inclusive and equitable access to
quality and differentiated education; including learners with special educational needs and disabilities. Education
should also provide the learner with opportunities for shared responsibility and accountability through service
Learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should
value own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the
learner to respect, appreciate and participate in the opportunities within the international community. Education
should also facilitate the learner to operate within the international community with full knowledge of the obligations,
responsibilities, rights and benefits that this membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It
should promote environmental preservation and conservation, including animal welfare for sustainable development.

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LESSON ALLOCATION AT UPPER PRIMARY

S/No Learning Area Number of Lessons

1.
English 5
2.
Kiswahili / Kenya Sign Language 4
3.
Mathematics 5
4.
Religious Education 3
5.
Science & Technology 4
6.
Agriculture and Nutrition 4
7.
Social Studies 3
8.
Creative Arts 6
9.
Pastoral/Religious Instruction Programme 1

Total 35

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LEVEL LEARNING OUTCOMES
By the end of the Primary Education, the learner should be able to:
a) Communicate appropriately using verbal and or non-verbal modes in a variety of contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life.
c) Demonstrate social skills, moral and religious values for positive contribution to society.
d) Develop one’s interests and talents for personal fulfilment.
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development
g) Acquire digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich, diverse cultural heritage for harmonious living.

ESSENCE STATEMENT
Creative Arts is an integrated learning area that consists of Art and Craft, Music and Physical Health Education. This design
provides an avenue for symbiotic relationship in the triad where learning areas mutually benefit from each other from resource
development to skill execution (inter/ multidisciplinary integration).

The learning area is organised in three strands namely; Creating and Execution, Performing and Display and Appreciation in
Creative Arts. The learning experiences are structured to develop learners’ creativity, nurture functional and aesthetic sensitivity
that leads to the acquisition of transferable skills useful in other learning areas and contexts. This is supported by Howard
Gardner’s theory of multiple intelligence that each person has different ways of learning and different intelligences they use in
their daily lives and also Dewey’s social constructivism theory, which emphasises an experiential and participatory approach.

Digital literacy as a 21st-century skill, has been embedded to enable the learner to interact, create, store and disseminate
knowledge and skills (product) using emerging technologies and trends in education. Subsequently, this will prepare the learner
to acquire the knowledge, skills and attitudes to transit to the Junior School.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of the upper primary school, the learner should be able to:
1. Perform and display alone and with others different Creative Arts works to promote diverse cultural knowledge and
expression.
2. Create artworks to share their ideas, emotions, thoughts, feelings and experiences for learning and enjoyment.
3. Perform Physical and health activities for enjoyment, survival and self-fulfillment,
4. Apply environmental conservation values of re-use and recycle of materials for creative and improvisation purposes.
5. Evaluate Creative Arts works to make meaningful connections to Creating, Execution, Performing, Display and
Appreciation of Art works.
6. Use emerging technologies as a learning tool to explore creative ideas in the process of making, performing, displaying
and appreciation of Creative Arts’ works.
7. Acquire a variety of developmentally appropriate Creative Arts experiences within the social, cultural, national and
international context.
8. Address pertinent and contemporary issues in society through Creative Arts effectively.

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SUMMARY OF STRANDS AND SUB- STRANDS

Strand Sub Strand

1.0 Creating and Execution 1.1 Kenyan Indigenous Wind Instruments

1.2 Football

1.3 Composing rhythm

1.4 Composing melody

1.5 Rounders

2.0 Performance and Display 2.1 Athletics -Visual baton exchange

2.2 Puppetry

2.3 Swimming (OPTIONAL)

2.4 Performing a Kenyan Folk Dance

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 2.5 Playing the Descant recorder

3.1 Critique of an Art work

3.0 Appreciation in Creative Arts

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STRAND: 1.0 CREATING AND EXECUTION
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question
(s)(s)
1.0 Creating 1.1 By the end of the sub The learner is guided to: 1. How can one
and Execution Indigenous strand, the learner should ● view real/pictures/videos of Kenyan care for and
Kenyan be able to; indigenous wind instruments and identify maintain a
Wind a) identify wind them (name, community), wind
Instruments instruments used by ● name the parts of a wind instrument and instrument?
various indigenous discuss how they contribute towards sound 2. Why is it
(18 lessons) communities in production, important to
Kenya, ● collect and prepare materials for making a care for and
b) explain the role of wind instrument observing precautions maintain wind
the parts of a wind while collecting the materials, instruments?
instrument in sound ● individually or in groups, learners make a
production, wind instrument using locally available
c) make a wind materials while observing safety and clean
instrument using up the working area,
locally available ● tune the wind instrument made for
materials, functionality,
d) care for indigenous ● in groups discuss on;
Kenyan wind - care and maintenance of a wind
instrument, instrument-handling, hygiene and
e) make crayons for storage,
drawing using - importance of care and maintenance
recyclable materials, of the instrument,

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f) draw a still-life ● practice care and maintenance of a wind
composition based on instrument (handling, hygiene and storage),
wind instruments ● explore the environment to collect materials
using crayon etching for making crayons, (used candle wax,
technique, beeswax, pigments, moulds-bottle tops,
g) mount pictures of straw, pen tubes among others)
wind instruments for ● make improvised crayons from locally from
display using the mat the locally available materials,
technique, - melting the wax
h) appreciate own and - add pigment
others’ artworks. - pour in the moulds
- cool and cut to size
● draw a composition of two wind instrument
using crayon etching technique with
emphasis on texture (cross hatching)
- apply coloured crayons over a
paper,
- cover with black pigment/ Indian ink
- scratch /etch the black ink to reveal
wax beneath and define forms,
● mount the pictures using the mat technique
observing:
- correct dimensions
- layout/balance
- pasting
● make a working portfolio from locally

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 available resources for storage of mounted
work considering: labelling, decoration
● display and talk about one's own and
others' created work using appropriate
language while respecting other’s views.
Core competencies to be developed:
 Creativity and Imagination: Learner explores techniques of making crayons, etching, and mounting pictures.
 Communication and collaboration: Learner speaks clearly and effectively while describing the process of making crayons
for drawing.
Values:
 Respect - instilled as the learner talks about peers’ work using appropriate words.
 Responsibility - inculcated through use of locally available materials sustainably to make crayons.
Pertinent and Contemporary Issues:
 Environmental conservation - Learner sustainably uses environmental resources to make crayons.
 Social cohesion - Learner works with peers as they make crayons, draw and mount pictures.
Link to other subjects:
Integrated science: Learner applies the concept of change of matter while melting wax for making crayons.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question (s)
1.0 1.2 By the end of the sub The learner is guided to: 1. Why is the
Creating and Football strand, the learner should ● observe and participate in a demonstration of game of
Execution ( 25 lessons) be able to: the Football skills; kicking (in-step kick), football
a) execute the skills of stopping (inside of the foot), goalkeeping popular?
kicking, stopping and (stance, shot stopping, hand positioning) 2. What are
goalkeeping used in while maintaining the correct progression: the
football, stance, execution and follow through, advantages
b) cast marking cones ● prepare papier mache, of casting
using papier mache, ● Use a mould to cast papier mache cones for with papier
c) decorate t-shirts marking a football field, mache?
using tie and dye ● decorate the marking cones using water based
technique, paints,
d) paint a still-life ● Explore virtual and actual sources to study
composition based on process, materials and tools for tie-dye
a PCI theme using technique of fabric decoration (dyes, tying
wash technique, materials, cotton fabric, dye fasteners),
e) enjoy playing a mini ● decorate t-shirts in two different colours
game of football in a using tie and dye technique (pleating),
field marked using ● mark the playing area using cones and
coloured cones. practice kicking, stopping and goalkeeping in
small groups,
● in two teams play a mini football games using

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 distinct colour t-shirts (primary and
secondary colours)
● paint the colour wheel with primary and
secondary colours,
● demonstrate wash technique of painting (flat
and graded wash),
● paint a still-life composition based on a PCI
theme (Food Security-fruits), with emphasis
on colour value. (washout technique),
● enjoy playing a mini game of football in a
field marked using coloured cones using the
skills learnt.
Core Competencies to be developed:
 Communication and Collaboration: Learner contributes ideas on executing the skill of kicking, shooting, stopping,
goalkeeping in football, and when using distinct colours to colour their playing t-shirts and marking cones during group
work.
 Digital literacy: Learner adopts digital technology to study process, materials and tools for tie-dye technique of fabric
decoration
 Creativity and imagination: Learner comes up with new ideas on how to improvise cones using papier mache
Values:
 Respect: developed as the learner appreciates others’ effort as they execute the skills of kicking, shooting and
goalkeeping
 Responsibility: the learner observes safety precaution while executing skills and playing the mini game
 Unity: learners will cooperate to create cones and as they display team spirit as they play together
Pertinent and Contemporary Issues:

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  Social cohesion- as learner plays in two teams in a mini game of football
 Resource mobilisation and utilisation- the learner seeks parental assistance when collecting materials for improvisation of
cones and colours using recyclable resources
 Safety and security- learner becomes more aware of cyber security practices as they watch videos on football skill
execution
Link to other subjects:
Mathematics : Learner is exposed to ball trajectory as they practise kicking and goal keeping.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question (s)
1.0 1.3 By the end of the sub The learner is guided to: 1. How are
Creating and Composing strand, the learner should be ● listen to/sing simple songs and identify rhythmic
Execution rhythm able to: the notes (minim, crotchet and quaver) patterns
a) interpret rhythmic using their French rhythm names (taa- created?
(20 lessons) patterns using French aa, taa and ta-te), 2. How can
rhythm names taa-aa, ● orally translate rhythmic patterns rhythm be
taa and ta-te played/clapped/tapped to French used in daily
b) create rhythmic patterns rhythm names (ta-te, taa, taa-aa), life?
using the French rhythm ● Write down dictated rhythmic patterns
names taa-aa, taa and using French rhythm names
ta-te, ● compose rhythmic patterns using
c) make a calligraphy pen French rhythm names taa-aa, taa and
for writing French ta-te,
rhythm names, ● improvise a calligraphy pen using
d) write rhythmic patterns locally available materials
in calligraphy using (bamboo/papyrus stick, fountain pen
French rhythm names, and any other) taking care of the
e) perform the cartwheel environment,
skill to a rhythmic ● practice writing alphabets in
pattern involving the calligraphy putting into account;
French rhythm names - angle of slant,
taa-aa, taa and ta-te, - ascenders/ descenders

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f) aurally identify songs in ● watch a video recording of a cartwheel
two-beat patterns, skill presentation,
g) compose simple ● demonstrate the cartwheel skill in
rhythms in two-beat gymnastics,
patterns, ● in pairs, take turns to practise executing
h) enjoy creating rhythms a cartwheel to a rhythmic pattern built
using French rhythm on the French rhythm names taa, taa-
names. aa, ta-te,
● apply composition techniques to create
simple rhythms using the French
rhythm names; taa, taa-aa and ta-te,
● sing/listen to different songs and are
guided to identify songs in two-beat
patterns,
● clap/tap/stamp the beat/ pulse and
identify the strong and weak beats of
music in two-beat patterns,
● clap/tap/use percussion instruments to
imitate rhythms of songs in two-beat
patterns,
● compose two-beat rhythmic patterns,
● write two- beat rhythmic patterns in
calligraphy style, using contrasting
colours to show strong and weak beats,
● present composed rhythmic patterns to
peers for review and feedback.

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Core competencies to be developed:
 Communication and collaboration: developed as a learner works with a peer to execute a cartwheel and when they speak
clearly to provide feedback on peers’ composed rhythmic patterns.
 Creativity and imagination: developed as the learner utilises the composition techniques to compose original rhythmic
patterns in two-beat patterns.
 Learning to learn: developed as the learner takes initiative to understand how rhythmic patterns are created .
Values:
 Integrity: will be inculcated in the learner as they present their originally created rhythmic patterns.
 Unity: the value of unity will be promoted as the learner works collaboratively when executing the cartwheel skill.
Pertinent and Contemporary Issues:
 Analytical skills and decision making: enhanced while deciding on how to combine different techniques to make a
rhythmic pattern.
 Social cohesion: while working in groups and appreciating each other’s work.
Link to other subjects:
English: Learner practice writing alphabets in calligraphy.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question (s)
1.0 1.4 By the end of the sub The learner is guided to: 1. How are
Creating Composing strand, the learner should ● sing familiar songs based on d r m f s in melodies
and melody be able to: ascending and descending order created?
Execution ( 20 lessons) a) sing the sol-fa syllables ● search for videos or watch live performance 2. Why is
d r m f s for pitch of hand signs for d r m f s and in in pairs, calligraphy
discrimination, practice performing the hand signs for d r m lettering
b) interpret the hand signs fs used in
of the sol-fa syllables d ● orally and aurally identify different pitches writing
rmfs (d r m f s) displayed on cards or played on a melodies?
c) write the solfa syllables melodic instrument.
d r m f s using ● in groups, play melody games for pitch
calligraphy style of discrimination,
lettering, ● listen to songs and identify composition
d) create short melodies techniques (stepwise motion, narrow leaps,
using the sol-fa ending, repetition of pitches, variation of
syllables d r m f s pitches),
e) make a decorated card ● create short melodies using the sol-fa
based on the composed syllables d r m f s and the rhythms learnt,
melodies, ● prepare appropriate materials for making
f) appreciate melodies card (hard paper, glue, cutting tools,
created by self and watercolours/ poster colours, brushes),
others. ● measure, cut and fold paper to create card

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 layout,
● decorate card using suitable techniques
(paper craft, painting, pasting,
embellishment),
● write own created melody in the decorated
card,
● translate the solfa syllables in the created
melodies into letters (G A B C’ D’),
● play the melodies created using the descant
recorder,
● present their melodies in class for review
and feedback from others.
● record their own and others’ or present the
melodies for sharing and peer review.
Core Competencies to be developed:
 Self-efficacy: learner develop self-efficacy when creating their own melodies and recording using digital devices.
 Digital literacy: developed as the learner connects to digital devices to search and watch videos of hand signs and
practice performing them, recording and presenting their own created melodies.
 Creativity and imagination: Learners explore the solfa syllables and French rhythm names to create their own original
melodies and cards.
Values:
 Respect: is instilled through listening to other’s works and opinions in reviewing created cards and melodies.
 Unity: achieved through working in groups to create cards and melodies.
 Integrity : the learner will be required to display honesty by coming up with own original melodies and cards without
lifting or copying from other sources.

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Pertinent and Contemporary Issues:
 Mentorship and peer education: Learners share their composed melodies with peers for review and gets feedback for
improvement.
 Safety - learner observes safety as they use various tools and materials to make the calligraphy pens.
 Conservation of the environment - Learner uses materials from the environment responsibly to make a calligraphy pen.
Link to other subjects:
English: learner uses articulation of vowels and syllables as they sing the solfa scale reinforcing language skills.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question (s)
1.0 Creating 1.5 Rounders By the end of the sub The learner is guided to: Why is it
and strand, the learner ● observe illustrations/actual samples of bats to important to
Execution (19 lessons) should be able to: identify the (knob, handle, grip, head, length and follow-
a) identify the thickness) through after
features of a ● carve a bat for playing the game of rounders from hitting the
rounders bat wood, ball?
through practice, ● use locally available materials to mark and
b) carve a bat for improvise rounders’ posts
playing the game ● make a ball using recyclable materials (papers/
of rounders, papier mache, rubberbands, plastic among others),
c) improvise a ball ● decorate the ball using suitable techniques (spray
for playing painting)
rounders, ● warm-up while singing appropriate songs
d) perform songs observing expressive elements-dynamics, gestures,
for warm-up facial expressions,
activities, ● execute batting (stance, grip, swing, hit, follow-
e) execute batting through and post running) using the improvised bat
and fielding -observing safety rules
skills in the game ● execute fielding, (bowling, catching the ball and
of rounders for tagging)
skills acquisition, - observing safety rules
f) value the safety ● distribute rounders bats equitably among the

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 of other players learners
when playing the ● demonstrate batting and fielding in the game of
game of rounders
rounders. ● practise the skills of batting and fielding in the
game of rounders for skill acquisition,
● demarcate the field of play,
● play a rounders game
● maintain the safety of others when batting in the
game of rounders.
Core Competencies to be developed:
 Communication and Collaboration: Learner shares resources and ideas on executing the skill of batting, fielding when
playing rounders together and chanting while warming up.
 Creativity and imagination: The learner will apply skills of creativity as they work in groups and exchange new ideas to
inspire creativity when carving the bat and perform melodies during warm up.
 Digital literacy: The learner uses digital technology to research on the skills of batting and fielding in rounders.
Values:
 Respect: Developed as the learner appreciates diverse opinions as they compose chants for warm up
 Social justice: Learner shares rounders bats and balls equally and takes turns to bat and play.
 Love: The learner portrays a caring attitude while executing and playing the game of rounders
Pertinent and Contemporary Issues:
 Safety and security- Learner become more aware of safety procedures as they participate in rounders.
 Social cohesion: Learner collaborates in discussing the skills of rounders and carving a rounders bat.
Link to other subjects:
Mathematics : Learner is exposed to ball trajectory as they practise fielding and batting.

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ASSESSMENT RUBRIC
Level Exceeds Expectations Meets Expectations Approaches Below
Expectations Expectations
Indicator

Ability to identify wind instruments Identifies materials for Identifies materials Identifies most Identifies few
(origin and name) and explain the plaiting a rope, making a for plaiting a rope, materials for materials for
role of their parts and materials for relay baton, rounders’ making a relay plaiting a rope, plaiting a rope,
plaiting a rope and making a relay bat and all wind baton, rounders’ bat making a relay making a relay
baton and rounders’ bat. instruments (origin and and all wind baton, rounders’ baton
name) and elaborately instruments (origin bat and wind and wind
explains the functions of and name) and instruments by instruments by
all the parts of the wind explains the either origin or either origin or
instrument. functions of the name, and name explains the
parts of the wind explains the functions of few
instruments functions of most of the parts of the
the parts of the wind instruments.
wind instruments.

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Ability to make; Makes all items Makes all items Makes most items Makes a few of
- A wind instruments considering functionality considering with limited the items with
- Crayons and creatively follows functionality and functionality and minimal
- Bat the correct procedure. follows the correct minor functionality and
- Card based on a melody procedure. inconsistency in major
- Calligraphy pen follows the inconsistency in
- Marking cones procedure. follows the
- decorated t-shirts using tie procedure.
and dye technique,

Ability to care for an indigenous Demonstrates proper Demonstrates proper Demonstrates care Demonstrates care
Kenyan wind instrument care and maintenance of care and and maintenance and maintenance
- handling a wind instrument all the maintenance of a of a wind of a wind
- hygiene time by exhibiting a high wind instrument all instrument with instrument with
- storage, level of keenness in the time in handling, minor flaws in major flaws in
handling, applying applying hygiene handling, applying handling,
hygiene measures and measures and hygiene measures applying hygiene
proper storage. proper storage. and proper measures and
storage. proper storage.

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Ability to create: Creates all the six Creates all the six Creates all the six Creates all the six
- A still life drawing of a compositions skilfully compositions compositions compositions
wind instrument and creatively following following correct mostly following rarely following
- rhythmic patterns using the correct procedure and procedure and correct procedure correct procedure
French rhythm names technique. technique. and technique. and technique.
- short melodies using the sol-
fa syllables
- still-life composition based
on a PCI theme using wash
technique
- rhythmic patterns in
calligraphy
- write solfa syllables using
calligraphy

Ability to executes and displays the Executes and displays all Executes and Executes and Executes and
created artworks, skills and the created art works, displays all the displays 3-4 of the displays less than
activities: skills and activities created art works, created art works, 2 of the created
- Pictures of wind instruments creatively and skills and activities. skills and activities art works, skills
by mounting consistently. with some and activities with
- skills of kicking, stopping inconsistencies. inconsistencies.
and goalkeeping
- the cartwheel skill to a
rhythmic pattern
- warm-up activities in
rounders using songs

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 - batting and fielding skills in
the game of rounders

Ability to aurally identify songs in Aurally identifies a Aurally identifies all Aurally identifies Aurally identifies
two-beat patterns. variety of songs in two- the songs in two - most songs in two a few songs in
beat patterns clearly beat patterns clearly -beat patterns. two -beat patterns.
demonstrating the demonstrating the
position of strong and position of strong
weak beats. and weak beat.

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STRAND 2.0 PERFORMANCE AND DISPLAY
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question
(s)
2.0 2.1 By the end of the sub Learner is guided to: 1. How is a relay
Performance Athletics Visual strand the learners should ● collect appropriate locally available performed?
and Display baton be able to: materials for plaiting a rope (sisal, 2. How are
exchange a) identify appropriate leather, recycled bag, old fabric), plaiting
Nonvisual materials for plaiting a ● explore actual and virtual samples of materials
baton exchange skipping rope and for plaited basketry items, prepared?
making a relay baton, ● prepare and decorate the material for
( 15 lessons) b) plait skipping ropes plaiting by dyeing / painting,
for warm up activity in ● plait a 3 strand rope for skipping,
a relay race, ● use the skipping rope for warm-up
c) make a baton for use before before skill demonstration
in a relay, ● improvise a baton stick from locally
d) demonstrate the skill available resources (cutting, peeling
of visual and the bark, drying, decorate by
nonvisual baton painting, smoking, incising)
exchange in a relay ● explain/demonstrate the skill of baton
race, exchange,
e) perform the East ● practise the skill of baton exchange in
African Community a relay race while safely maintaining
Anthem before a relay own lane,
race, ● participate in a relay race.
f) appraise peers’ ● sing the three verses of the East

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 performance in a African Community Anthem
relay. observing etiquette
● discuss the East African Community
Anthem focussing on message, value
and occasions when it is performed.
Core Competencies to be developed:
 Digital literacy: learner manipulates digital devices to watch a visual baton exchange.
 Creativity and imagination: learner comes up with new ideas on how to improvise a baton exchange.
 Communication and Collaboration: learner contributes to group decision making by recognizing the value of others'
ideas when executing the skill of visual baton exchange in a relay and as the learner sings songs to cheer their teams
during the relay.
Values:
 Responsibility: learner engages in improvising of batons for use during the game.
 Unity: learner displays team spirit as they exchange batons during a relay race.
Pertinent and Contemporary Issues:
 Climate change: Learner responsibly sources for materials in the locality for creating the relay baton.
 Safety: Leaner smoothens the baton stick and maintains its own lane during baton exchange to avoid collision.
Link to other subjects:
Social studies: learner uses locally available material to create a relay baton hence preventing climate change by reducing carbon
footprint.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested
Key Inquiry
Question (s)
2.2 By the end of the sub strand, The learner is guided to: What is the
Puppetry the learner should be able to: ● explore the environment to gather role of
(6 lessons) a) identify materials used in recyclable materials for making glove puppetry in
making puppets, puppets, (found objects), society?
b) make a glove puppet using ● make a glove puppet using recyclable
recyclable materials, materials with emphasis on functionality
c) perform a puppet show and exaggeration,
while singing topical ● decorate the puppet to bring out features
songs with proper voice and for aesthetic effects,
blending, ● perform a cheering puppetry show to
d) appreciate own and participants in a relay race,
other’s hand puppets. ● talk about your own and peers’ puppets
fairly.
Core Competencies to be developed:
Creativity and imagination: Learner will explore new materials and ideas when making puppets from found objects.
Values:
 Integrity: Learner applies laid down procedure to make own puppets.
 Social justice: Learner applies social justice by giving fair comments on other learners' puppetry work.
Pertinent and Contemporary Issues:
Environmental education and climate change: learners demonstrate proper waste disposal by placing waste in dustbins or
compost pits during the process of making puppets.

21
Link to other subjects:
 Home science: learner uses skills of stitching while making puppets.
 Integrated Science: learner processed found objects by recycling and upcycling when making puppets.

22
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question (s)
2.3 By the end of the sub Learner is guided to: Why is the
Swimming strand, the learner should ● watch an actual or real performance of a front front crawl
(20 lessons) be able to: crawl execution and explain /demonstrate the technique the
a) describe the front execution, fastest stroke?
crawl technique in ● explain/demonstrate the front crawl skill in
swimming, swimming, observing;
b) demonstrate the front - floatation
crawl technique in - body position
swimming for skill - arm action
acquisition, - leg action
c) create rhythm and - breathing
tempo in a front - establishing rhythm
crawl performance, ● in pairs practise/illustrate the skill of front
d) create a mosaic crawl while ensuring smooth progression (leg,
composition themed arm action, rhythm and tempo)
‘swimming’, ● explain/observe pool hygiene and water safety
e) appreciates own and and rules;
others' efforts in - warm up
performing the front - safe entry
crawl technique and - safe skill execution
creation of a mosaic - safety of others
composition. ● collect and prepare materials for making

23
 mosaic by cleaning, sorting and cutting:
(coloured paper or banana fibres, suitable
adhesives, supports),
● draw a sketch of any one swimming facility
and equipment (pool, floatation board,swim
suit,) on the support,
● create the composition of a swimming pool
with emphasis on:
- mono media
- colour contrast
- spacing of the materia
● record video clips on own and others’
performance and give
constructive feedback.
Core competencies to be developed:
 Digital literacy: learner uses digital devices to take photographs and video clips on own and others performance
 Communication and collaboration: developed as learners work together in making mosaic, developing leg-action in
front-crawl development.
Values:
 Love: learner portrays caring attitude while working together to develop breathing and leg -action in front crawl skill
development.
 Responsibility: learner engages in recording video clips of own and others' performance and gives feedback.
Pertinent and Contemporary Issues
 Safety: learner observes pool safety when participating/practising front crawl and playing mini games.
 Skills building on: learner develops the talent of swimming by participating/practising front crawl stroke.

24
Link to other subjects:
Integrated science: learner is exposed to concepts of floatation and buoyancy

Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question (s)
2.4 By the end of the sub Learner is guided to: 1. Why is it
Performing a strand, the learner should ● watch a Kenyan folk dance performance important to
Kenyan Folk be able to: and discuss the components: participants perform a
Dance a) describe components (soloist, chorus/response, instrumentalist, folk song?
of a Kenyan folk dancers), body movement, costumes, body 2. What is the
( 25 lessons) dance, decorations, ornaments, formations, role of
b) discuss the roles of occasion, songs, props and instruments, costumes,
costumes, ornaments ● use recyclable materials to make ornaments body
and body adornment in (necklace, bungles, earrings) for adornment
a folk dance, performing a Kenyan folk dance using and
c) make ornaments using appropriate techniques; (beadwork/ ornaments in
recyclable materials to metalwork/ woodwork, upcycling), a dance?
enhance performance ● take part in warm up activities (stretching) 3. How do the
of a Kenyan folk before a folk dance performance, aspects of a
dance, ● Identify, take up different roles and practise folk dance
d) perform a Kenyan folk a Kenyan folk dance for class presentation, contribute to
dance wearing ● practise the use of songs, body movements, its
ornaments, costumes formations and patterns, instruments, performance?
and body adornments, costumes, body adornment, ornaments and
e) appreciate the role of props in a folk dance.
25
 folk dance in the ● perform a Kenyan folk dance before an
society. audience for critique.
Core competencies to be developed:
 Communication and collaboration: developed in use of dance in group performances as an avenue to communicate ideas,
feelings and emotions.
 Creativity and Imagination: developed through the creation of various dance formations and patterns in a folk dance.
 Citizenship: enhanced during performance of folk dances from Kenya diverse communities.
Values:
 Unity: is developed while performing folk dances from other communities and relating/ interacting with each other.
 Responsibility: is inculcated through taking different roles in a dance as well as maintaining discipline in group
relationships.
 Patriotism: is instilled through performance of dances from different Kenyan communities.
Pertinent and Contemporary Issues:
 Safety: observed while handling different tools and materials in making the costume and ornament for use in a folk dance
performance.
 Environmental issues: observed while sourcing/ improvising for costumes and props used recycled resources from the
local environment. dance.
 Gender roles: performing gender appropriate roles in a dance enhances respect for different genders.
Link to other subjects
Indigenous languages- enhanced through performance of dance songs in indigenous languages.

26
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question (s)
2.5 By the end of the sub Learner is guided to: How is a good
Playing the strand, the learner ● practice playing the notes G A and B tone produced
Descant should be able to: observing the correct fingering, breath control on the descant
recorder a) play notes G A B C’ and tone quality, recorder?
D’ on the descant ● learners observe the baroque fingering chart
( 20 lessons) recorder, for note C’ and D’ and practice fingering the
b) play a melody built notes,
on the notes G A B ● responsibly search and watch a
C’ D’ on the descant video/demonstration on how to play notes C’
recorder applying and D’,
appropriate ● play notes G A B C’ D’ on the descant
techniques, recorder with appropriate fingering, breath
c) create a random control, and tone quality,
repeat pattern based ● practise proper fingering, breathe control and
on the notes G A B tone quality while playing melodies based on
C’ D’, the notes G A B C’ D’ on the descant recorder,
d) appreciate playing ● in groups to create stencils of the notes G A B
melodies using the C’ D’,
descant recorder. ● print random repeat patterns on paper with the
stencils using contrasting colours (dabbing/
spraying method),
● mount the patterns for display,

27
 ● play notes G A B C’ D’ ascending and
descending during a cool down after a
gymnastic session.
Core Competencies to be developed:
 Digital literacy: the learner connects to digital resources to search for information on how notes are played on the descant
recorder.
 Communication and collaboration: developed as learners perform and execute skills in groups.
Values:
 Patriotism: the learner performs and appreciates the different Kenyan folk dances.
 Unity: joining together with others as they exhibit and performs the different songs and skills.
 Love - learner will show love as he/she works together with others in the different presentations and skill performances.
Pertinent and Contemporary Issues:
 Social cohesion: the learner collaborates with others while mounting, playing instruments and batting in rounders.
 Safety and security: learner become more aware of cyber security practices as they responsibly search and watch a video
on how to play notes C’ and D’.
 Gender mainstreaming as the learner works in groups (boys and girls) while exchanging batons in relay, singing and
taking still photos.
Link to other subjects:
English: Learner uses English as language of communication while brainstorming on hygiene measures in the use of the descant
recorder.

28
ASSESSMENT RUBRIC

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Expectations
Indicator

Ability to make: Makes all the four Creative Makes all the four Makes 2-3 of the four Makes less than two
- Skipping ropes Arts resources with Creative Arts resources Creative Arts of the Creative Arts
by plaiting creativity and applies a with full functionality. resources most of resources which lack
- Relay baton good surface finish which are functional. functionality.
- Glove puppet
- Ornament

Ability to describe the Describes the front crawl Describes the front Describes the front Describes the front
front crawl technique in technique in swimming crawl technique in crawl technique with crawl technique with
swimming elaborately with clear swimming with clear but has some but has a lot of
demonstrations of the skills demonstrations of the difficulties difficulties
involved skills involved demonstrating the demonstrating the
skills involved skills involved

Ability to create Creates rhythm and tempo Creates rhythm and Creates rhythm and Creates rhythm and
rhythm and tempo in a in a front crawl tempo in a front crawl tempo in a front crawl tempo in a front crawl
front crawl performance with performance. performance with performance with
performance consistent synchrony. minor inconsistencies major inconsistencies
in maintaining in maintaining

29
 synchrony. synchrony.

Ability to create a Creates a mosaic Creates a mosaic Creates a mosaic Creates a mosaic
mosaic composition composition creatively composition based on composition based on composition based on
based on a swimming utilising colour, tone and the theme of swimming the theme of the theme of
theme focusing on; tesserae to bring out the observing the 3 swimming observing swimming observing
- mono media theme ‘swimming’ qualities 2 qualities. 1 quality.
- colour contrast
- spacing of the
material

Ability to describe the Describes all the Describes all the Describes 3-5 of the Describes less than 3
components and components of a folk dance components of a folk components of a folk of the components of
discuss the roles of elaborately and clearly dance and clearly dance and discusses a folk dance and
costumes, ornaments discusses the roles of discusses the roles of most of the roles of discusses a few of the
and body adornments costumes, adornments and costumes, adornments costumes, adornments roles of costumes,
in a folk dance body adornments in a and body adornments and body adornments adornments and body
Components: Kenyan folk dance. in a Kenyan folk dance. in a Kenyan folk adornments in a
- Songs dance. Kenyan folk dance.
- Message
- body
movements,
- Formations,
- Instruments,
- Costumes,
- Body

30
 adornment,
- Ornaments
- Props

Ability to perform: Performs all the five skills Performs all the five Performs 3-4 of the Performs less than 2
- East African expressively and creatively skills paying attention skills paying attention of the skills omitting
Community paying attention to relevant to all the relevant to most of the most of the
Anthem techniques. techniques. relevant techniques. techniques.
- Skill of visual
baton exchange
- Puppet show
while singing a
topical song
- Front crawl
technique in
swimming
- Kenyan folk
dance

Ability to play notes G Performs all the required Performs all the Performs 3-4 of Performs less than
A B C’ D’ notes (G A B C’D’) on the required notes (G A B required notes (G A B two of the required
descant recorder with the C’D’) on the descant C’D’) on the descant notes (G A B C’D’)
correct fingering, breath recorder with the recorder with minimal on the descant
control and tone quality correct fingering, errors in fingering, recorder with many
breath control and tone breath control and errors in fingering,
quality tone quality breath control and

31
 tone quality

Ability to play melody Performs a melody on the Performs a melody on Performs a melody on Performs a melody on
built on notes G A B C’ descant recorder the descant recorder the descant recorder the descant recorder
D’ expressively with accuracy with accuracy in pitch with few inaccuracies with many
in pitch and rhythm and rhythm applying in pitch and rhythm inaccuracies in pitch
applying the correct the correct fingering, and minor challenges and rhythm and major
fingering, breath control breath control and tone in applying the challenges in
and tone quality quality correct fingering, applying the correct
breath control and fingering, breath
tone quality control and tone
quality

32
STRAND 3.0: APPRECIATION IN CREATIVE ARTS
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question (s)
3.0 3.1 By the end of the sub Learners are guided to: Why is it
Appreciation in Analysis of strand, the learners should ● explore e- galleries to see and analyse important to
Creative Arts Creative Arts be able to: artworks, showcase
works a) analyse works of art ● interpreting works of art displayed in the e- Creative Arts
displayed in the e- galleries putting into account; type of art, works?
(10 lessons) galleries for material, media, meaning, aesthetic),
inspiration and ● reflect on the analysed work of art for
mentorship, inspiration and mentorship,
b) showcase artworks for ● In group, display artwork in the portfolio
critique, in appropriate areas within the school, (still
c) describe a Kenyan life drawings, painting, card, a puppet,
folk dance using mosaic and ornaments)
appropriate ● observe artwork in display and talk about
terminologies, own and others work considering; type of
d) analyse the East art, materials, media and aesthetic),
African Community ● listen to selected folk dances from Kenyan
Anthem to foster communities and critically analyse them
patriotism, based on the following aspects;
e) participate in Football, - Origin-community, occasion,
Athletics, Rounders - participants,
Gymnastics and - songs,
Swimming event as a - body movements,

33
 class, - formations
f) value appreciation of - instruments
Creative Arts works - costumes, body adornment, ornaments
drawn from various and props (where applicable),
cultural backgrounds. ● listen/watch a performance of the East
African Community Anthem and talk
about the message, values, occasion and
etiquette in performance,
● participate in Football, Athletics,
Gymnastics and Swimming events for fun
and inter- class/inter school
championships,
● appreciate the sports performances with
focus on; fair play and observance of code
of conduct to enhance sportsmanship.
Core competencies:
 Communication and collaboration: the learner contributes to group discussions in critiquing artworks.
 Digital literacy: the learner uses the digital technology to watch artworks in e- galleries for analysis.
 Citizenship: learners get to appreciate artworks form various Kenyan cultures
 Learning to learn: developed as the learner takes initiative to understand how different components of folk dance
contribute to its overall performance
Values
 Unity: Learner cooperates with others to organise class exhibition and critique.
 Peace : learner will interact with folk dances from different communities thus promoting peaceful coexistence.

34
Pertinent and Contemporary Issues:
 Disaster risk reduction: Learner arranges artworks with appropriate spacing during display and observes safety in
participating in games.
 Analytical and creative thinking - learner develops analysis and critical thinking skills as they analyse artworks, a folk
dance and the East African Community Anthem
 Cultural awareness - learner becomes aware of other cultures as they interact with folk dances from different Kenyan
communities and explore artworks from varied different parts of the world.
Link to other subjects:
 Integrated science : learner manipulates digital devices when exploring e-galleries.
 Indigenous languages- enhanced through performance of songs for a folk dance in indigenous languages.

ASSESSMENT RUBRIC
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Indicator

Ability to showcase Showcases all the 6 Showcases all the 6 Showcases 4-5 Showcases 1-3
artworks; artworks neatly. artworks. artworks. artworks.
- still life
drawings,
- painting,
- a card,
- a puppet,
- mosaic

35
 - ornaments.

Ability to describe a Elaborately describes all Describes all the Describes most of the Describes few of the
Kenyan folk dance using the components: in a components in a folk components in a folk components in a folk
appropriate folk dance. dance. dance. dance.
terminologies
(community, occasion,
participants, songs,
body movements,
formations, instruments,
costumes, body
adornment, ornaments
and props where
applicable)

Ability to analyse the Critically analyses the Analyses the East African Analyses the East Analyses the East
East African East African Community Community Anthem African Community African Community
Community Anthem Anthem elaborately outlining all the aspects. Anthem outlining 3-4 Anthem outlining 2
outlining; the message, outlining all the aspects. of the aspects. or 1 of the aspects.
values, occasion and
etiquette.

Ability to participate in
Football, Athletics, Participates in all the Participates in all the Participates in 3-4 of Participates in less
Rounders Gymnastics listed games in an event listed games in an event. the listed games in an than 2 of the listed
and Swimming event showing a high level of event. games in an event.
proficiency.

36
APPENDIX I: COMMUNITY SERVICE LEARNING AT UPPER PRIMARY
At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities and
the real life experiences. Learners begin to make connections between what they learn and the relevance to their daily life. CSL
is hosted in the Social studies learning area. The implementation of the CSL activity is a collaborative effort where the class
teacher coordinates and works with other subject teachers to design and implement the integrated CSL activity. Though they are
teacher-guided, the learners should progressively be given more autonomy to identify problems and come up with solutions. The
safety of the learners should also be taken into account when selecting the CSL activity. The following steps for the integrated
CSL activity should be staggered across the school terms:

Steps in carrying out the integrated CSL activity

1) Preparation
● Map out the targeted core competencies, values and specific learning areas skills for the CSL activity
● Identify resources required for the activity (locally available materials)
● Stagger the activities across the term (Set dates and time for the activities)
● Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders in
the school community
● Identify and develop assessment tools

37
2) Implementation CSL Activity
● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (Assess learner’s work from the
beginning to the end product)
● Assess the targeted core competencies, values and subject skills.

3) Reflection on the CSL Activity

Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
● what went well and why
● what did not go well and why,
● what can be done differently next time
● what they have learnt.

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity
will be derived from the broader categories of the PCIs and concepts from the various Learning Areas. Teachers are expected to
vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the
skills from the learning areas and the themes.

The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved
(learners, parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the
planning and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL
activity, learners will be expected to participate actively in the whole process.

38
The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The
teacher is expected to vary the core competencies and values emphasised in the activity yearly.

Assessment of the CSL Activity

Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies and values demonstrated. Assessment should focus on both the process and end
product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation schedule,
checklist or rating scale or any other appropriate tool.

39
APPENDIX II: SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES
Strand Sub Strand Suggested Resources Suggested Assessment Suggested Non-formal
activities to support
learning

1.0 1.1 Wind instruments, resource Portfolio, observation Exhibition, gallery visits,
Creating and Kenyan person, pictures/videos of wind schedule, aural/oral club activities, Club
Execution Indigenous instruments, appropriate reusable questions, checklist, activities, virtual/ actual
Wind resources for making a wind rating scale, project, gallery visits, Visits to
Instruments instrument, Pencils, candle wax, display and critique. cultural centres.
pigment, source of heat, moulds
charcoal, brushes, erasers,
drawing papers (sugar paper,
manilla), etching tools,
indian/black ink, cutting tools,
adhesive.

1.2 Football Digital devices, footballs, open Portfolio, rating scale, Football club, football
places or marked fields, goal project, observation school team, watch
posts, papier mache, moulds, schedule, written tests, Football matches,
dyes, tying-in objects, T-shirts, checklist, exit tickets, participate in football
water based paints, cones and skill progression charts, championships in and out
markers, whistle, storage self-assessment of school.
worksheet.

40
 1.3 Composing Bamboo stick/fountain pen ink/ Portfolio, observation Participation in Music
rhythm stick, cutting tools, ink, colours, schedule, checklist, club activities, games
percussion instruments. aural/oral tests, written events.
tests.

1.4 Composing Pitching instrument/melodic Project, observation Presentations in Music

melody instrument, improvised schedule, portfolio, Club activities, school
calligraphy pens, hard papers, aural tests. functions.
glue, coloured papers, ink,
watercolours/poster colours.

1.5 Rounders Wood, carving tools, sandpaper, Observation schedule, Play Rounders at games
polish, marked field, carved bats, checklist, project, exit time, interschool
posts, balls, whistle. tickets, rating scale, championships and other
skill progression charts, levels, participate in
portfolio. Rounders events and
activities.

2.0 Performance 2.1 Athletics - Wood, carving/cutting tools, sand Portfolio, observation Participation in
and Display Visual baton papers, paints, polish, schedule, written tests, class/school events and
exchange sisal,leather, fabric, recyclable. checklist, skill activities, clubs activities,
progression charts. plaiting at community
level, watch various

41
 Athletics championships
on digital media, join
school athletics team.

2.2 Puppetry Found objects, dyes/paints, Self-assessment Music festivals/events,

threads, needles, glue, topical worksheet, cultural festivals, school
songs. performance analysis, clubs activities.
observation schedule,
checklist.

2.3 Swimming - Coloured paper/banana fibres, Project, observation Swimming club, inter-
Front crawl suitable Adhesives, supports, schedule, display and class swimming
Swimming facility such as critique. activities, Art club
standard pool, inflatable pools; activities, creating murals
Clothing and gear- such as at community level.
swimsuits, goggles; safety
equipment- such as life jackets,
rescue tubes, first aid kit, spine
board; Swimming aids- such as
kickboards, pull buoys, fins,
swim noodles, floatation devices.

2.4 Performing Bamboo sticks, clay, wires, Project, observation Exhibition, club
a Kenyan Folk plastic, scrap metal, wood, schedule, display and activities, Club activities,

42
 Dance threads, cutting tools, bending critique, exit card, virtual/ actual gallery
tools, smoothing tools, paints, checklist, rating scale. visits,
wood polish, costumes,
adornments, ornaments and props Presenting folk dances
musical instruments, resource during school functions
persons, audio/visual recordings such as parents’ day.
of folk dances.
Taking part in music and
cultural festivals.

2.5 Playing the Descant recorder, recorder books, Observation schedule, Participating in Music
Descant Baroque fingering chart, aural/oral tests, club, music festivals,
recorder audio/visual recordings. portfolio. written school band. school
test(dictation) functions.

3.1 Critique of Audio-visual excerpts of relevant Oral/aural questions, Participating in

3.0 Appreciation an Art work music Audio-visual equipment written tests, community festivals and
in Creative Arts Resource persons, games events observation schedules, sporting events,
and equipment. checklist. Exhibitions, Participating
in music festivals, school
games, sports club,
music club/choir, Singing
the East African
Anthems during school
assemblies, sports events
and school functions.

43
44