1.0 CREATING AND EXECUTION

1.2 Volleyball - The Underarm Service

By the end of the lesson, the learner should be able to:

-Identify the underarm service in Volleyball.
-Demonstrate interest in learning Volleyball skills.

-Look at pictures of underarm service in Volleyball.
-Discuss the position of the ball, hands, and legs as shown in the picture.
-Watch a video clip showing how to perform an underarm service.

How is the game of volleyball played?

-MENTOR Creative Arts Grade 6 Learner's Book Page 39-40
-Pictures of underarm service
-Video clips of Volleyball games
-Digital devices for watching videos
-Volleyball court diagram

-Observation -Oral questions -Self-assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Underarm Service Observation

By the end of the lesson, the learner should be able to:

-Observe the underarm service during a Volleyball game.
-Demonstrate the underarm service as observed.
-Appreciate the importance of observation in learning sports skills.

-Watch a Volleyball game guided by the teacher.
-Observe the players as they play.
-Identify underarm service during the game.
-Demonstrate how underarm service is performed.

What safety measures should be observed when playing Volleyball?

-MENTOR Creative Arts Grade 6 Learner's Book Page 40-41
-Volleyball court
-Volleyballs
-Video recording device
-Safety equipment
-First aid kit

-Observation -Demonstration -Peer assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Safety Measures

By the end of the lesson, the learner should be able to:

-Identify safety measures in Volleyball.
-Explain the importance of safety measures.
-Show concern for safety while playing Volleyball.

-Discuss safety measures to be observed when playing Volleyball (proper uniform, flat ground, knee pads, eye on ball, calling out).
-Demonstrate applying safety measures during play.
-Practice safety protocols during game situations.

Why is safety important in Volleyball?

-MENTOR Creative Arts Grade 6 Learner's Book Page 41
-Safety equipment (knee pads)
-Sports uniform
-Volleyball
-Volleyball net
-First aid kit

-Observation -Oral questioning -Written test on safety measures

1.0 CREATING AND EXECUTION

1.2 Volleyball - Stance for Underarm Service

By the end of the lesson, the learner should be able to:

-Demonstrate the proper stance for underarm service.
-Position the body correctly for service.
-Value the importance of proper stance in service execution.

-Demonstrate the stance (position of the body) with one foot slightly ahead of the other.
-Position body weight on the back foot, ready to shift forward.
-Practice the stance in pairs, giving feedback to each other.

How does proper stance affect the execution of underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 41-42
-Demonstration area
-Volleyballs
-Position markers
-Charts showing correct stance
-Whistle

-Observation -Peer assessment -Skills checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Grip and Ball Positioning

By the end of the lesson, the learner should be able to:

-Demonstrate the correct grip for underarm service.
-Position the ball correctly before service.
-Show commitment to mastering grip techniques.

-Hold the ball in non-serving hand.
-Extend the non-serving hand in front at waist level.
-Form a fist with serving hand or have an open palm.
-Practice the grip and ball positioning in pairs.

How does grip affect the quality of the underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42
-Volleyballs
-Demonstration area
-Charts showing correct grip
-Pictures of grip positions

-Observation -Demonstration -Skills checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Execution of Underarm Service

By the end of the lesson, the learner should be able to:

-Execute the underarm service with proper technique.
-Coordinate the serving motion correctly.
-Develop confidence in service execution.

-Draw the serving arm back and keep it straight.
-Swing the arm forward.
-Shift body weight from back foot to front foot.
-Toss the ball.
-Hit the ball with the heel of the hand or fist.

How can energy be transferred effectively during service execution?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42
-Volleyballs
-Volleyball court
-Whistle
-Demonstration charts
-Skill progression cards

-Observation -Skills assessment -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - Follow-through

By the end of the lesson, the learner should be able to:

-Demonstrate proper follow-through after service.
-Explain the importance of follow-through.
-Appreciate the role of follow-through in service effectiveness.

-Continue moving the arm in the direction of the hit ball.
-Practice follow-through to complete the service motion.
-Analyze how follow-through affects ball direction and speed.

Why is follow-through important in underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42-43
-Volleyballs
-Demonstration area
-Video clips showing follow-through
-Feedback charts

-Observation -Skills assessment -Self-evaluation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Practicing Underarm Service

By the end of the lesson, the learner should be able to:

-Practice the underarm service in a group setting.
-Give and receive feedback on service technique.
-Show persistence in improving service skills.

-Form groups and make lines.
-One learner acts as ball feeder.
-Others serve back using underarm service.
-Move to back of line after serving.
-Continue practicing the service.

How can practice improve service accuracy?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43
-Volleyballs
-Volleyball court
-Whistle
-Ball collectors
-Feedback forms

-Observation -Peer assessment -Skills progression checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Target Practice

By the end of the lesson, the learner should be able to:

-Aim the underarm service at a specific target.
-Improve service accuracy through practice.
-Value precision in Volleyball skills.

-Place cartons at corners of back line on one side of court.
-Line up on opposite side.
-Serve the ball aiming to hit directly into the carton.
-Practice stance, toss and underarm service.
-Give honest feedback to each other.

How can accuracy be improved in underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43
-Volleyballs
-Cartons for targets
-Volleyball court
-Accuracy record sheets
-Whistle

-Target hitting accuracy -Observation -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - Service Practice in Game Situation

By the end of the lesson, the learner should be able to:

-Practice underarm service in a game-like situation.
-Serve the ball across the net correctly.
-Collaborate with peers during practice.

-Form two groups, each making a line on each side of the net.
-Serve to each other using the underarm service.
-Move behind the line after serving.
-Continue practicing and giving feedback.

How is underarm service applied in a game situation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43-44
-Volleyball court
-Volleyballs
-Volleyball net
-Whistle
-Score sheets

-Game situation assessment -Observation -Group assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Single Hand Dig Pass
1.2 Volleyball - Types of Dig Passes

By the end of the lesson, the learner should be able to:

-Identify the single hand dig pass in Volleyball.
-Describe the position of hands and legs during a dig pass.
-Show interest in learning the dig pass technique.

-Study a picture of single hand dig pass.
-Discuss what the learner is doing in the picture.
-Analyze the position of the hands and legs.
-Watch a video clip showing how to perform a single hand dig pass.

How is the single hand dig pass executed in Volleyball?

-MENTOR Creative Arts Grade 6 Learner's Book Page 44
-Pictures of single hand dig pass
-Video clips of dig pass techniques
-Digital devices
-Demonstration area
-MENTOR Creative Arts Grade 6 Learner's Book Page 44-45
-Charts comparing dig passes
-Video clips of different passes
-Volleyballs

-Observation -Oral questioning -Video analysis

1.0 CREATING AND EXECUTION

1.2 Volleyball - Observing Dig Pass in Games

By the end of the lesson, the learner should be able to:

-Identify single hand dig pass during a Volleyball game.
-Explain instances when single hand dig pass is used.
-Value observation as a learning tool.

-Watch a game of Volleyball in school.
-Observe as the players play the game.
-Identify single hand dig pass during the game.
-Explain instances when the single hand dig pass was performed.

What situations in a game require a single hand dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45
-Volleyball court
-Volleyball players
-Video recording of games
-Observation sheets

-Observation records -Game analysis -Oral presentation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Executing Single Hand Dig Pass

By the end of the lesson, the learner should be able to:

-Demonstrate the body position for single hand dig pass.
-Position the arms correctly for the dig.
-Show confidence in attempting the skill.

-Stand with feet shoulder-width apart.
-Bend the trunk, keeping the back straight.
-Keep eyes on the ball.
-Stretch one arm out to reach for the ball.
-Practice the body position in pairs.

How does body positioning affect the effectiveness of a dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45
-Volleyballs
-Demonstration area
-Position markers
-Charts showing correct positioning

-Demonstration assessment -Peer feedback -Position checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Practicing Single Hand Dig Pass

By the end of the lesson, the learner should be able to:

-Perform the single hand dig pass with a partner.
-Execute the throw and dig action correctly.
-Provide constructive feedback to peers.

-In pairs, perform the single hand dig pass by a throw and dig action.
-One throws the ball, the other digs it upwards.
-Catch and throw back for partner to dig.
-Correct each other's performance.
-Practice many times until correct execution.

How can partners help improve each other's dig pass technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45-46
-Volleyballs
-Practice area
-Feedback forms
-Demonstration charts

-Partner assessment -Skill execution checklist -Teacher observation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Continuous Dig Practice

By the end of the lesson, the learner should be able to:

-Perform continuous single hand digs.
-Maintain control of the ball during multiple digs.
-Demonstrate perseverance in skill practice.

-In pairs, take turns to practice the single hand dig pass.
-Throw the ball up then dig it upwards.
-Do continuous single hand digs until the ball falls down.
-Count the number of successful digs.
-Try to increase the number with each attempt.

How can control be maintained during continuous digs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46
-Volleyballs
-Practice area
-Counting sheets
-Stopwatch
-Record cards

-Counting successful digs -Progress tracking -Self-assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Dig on the Run

By the end of the lesson, the learner should be able to:

-Perform a dig pass while moving.
-Coordinate movement with digging action.
-Appreciate the dynamic nature of Volleyball skills.

-Form groups and make lines.
-One learner holds a volleyball about 5m away from the line.
-Ball carrier throws to first learner who digs and catches.
-New ball carrier moves to front to throw, previous moves to back of line.
-Continue until all participate in throwing and digging.

How does movement affect the execution of a dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46
-Volleyballs
-Practice area
-Markers for positions
-Whistle
-Movement patterns chart

-Movement coordination assessment -Group observation -Skill execution checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Game Introduction

By the end of the lesson, the learner should be able to:

-Apply underarm service and dig pass in a mini game.
-Follow basic Volleyball rules.
-Show teamwork during play.

-Form teams of 6 players each.
-Play a mini Volleyball game.
-Focus on using underarm service to start play.
-Use single hand dig pass during the game.
-Follow basic Volleyball rules.

How are underarm service and dig pass applied in a game?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46-47
-Volleyball court
-Volleyballs
-Volleyball net
-Whistle
-Score sheets
-Rule book

-Game situation assessment -Team cooperation -Skill application evaluation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Game Rules

By the end of the lesson, the learner should be able to:

-Apply special rules for practicing dig passes.
-Explain boundaries and scoring in Volleyball.
-Respect rules and officials during play.

-Allow each team up to 5 single hand digs to return the ball over the net.
-Learn that balls on boundary lines are "in bounds".
-Understand players should not hit the ball twice in succession.
-Avoid touching the net during play.
-Learn scoring system.

Why are rules important in sports?

-MENTOR Creative Arts Grade 6 Learner's Book Page 47
-Volleyball rules poster
-Boundary markers
-Volleyball court
-Whistle
-Score cards

-Rules knowledge test -Game observation -Sportsmanship assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Tournament

By the end of the lesson, the learner should be able to:

-Participate in a mini Volleyball tournament.
-Apply learned skills in competitive play.
-Show fair play and sportsmanship.

-Set up games going to 5-11 points (must win by 2 points).
-Teams switch courts after a game.
-Losing team moves off and new team comes in.
-Discuss performance and technique after games.
-Focus on application of underarm service and dig pass.

How can tournaments help improve game skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 47
-Volleyball court
-Volleyballs
-Score boards
-Whistle
-Tournament brackets

-Tournament performance -Skill application assessment -Team evaluation

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Cartwheel Practice

By the end of the lesson, the learner should be able to:

-Practice the cartwheel movement safely.
-Support peers during practice.
-Demonstrate confidence in skill attempts.

-With guidance from the teacher, observe safety as you take turns to practice performing the cartwheel on a mat.
-Support each other during practice.
-Practice in groups until the skill is mastered.

How can proper practice improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Gymnastics mats
-Safe practice area
-Spotting equipment
-Skill progression charts

-Skill progression assessment -Safety observation -Peer support evaluation -Practice engagement

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll

By the end of the lesson, the learner should be able to:

-Identify the forward roll technique.
-Describe body, hands, and leg positions.
-Recognize safety precautions for forward roll.

-Study a picture of forward roll.
-Describe the position of the body, hands, and legs in the picture.
-Discuss safety precautions to observe when performing the forward roll.

What safety precautions should be observed when performing a forward roll?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Pictures of forward roll positions
-Safety guidelines poster
-Gymnastics mats
-Demonstration aids

-Position identification -Safety knowledge assessment -Oral questioning -Discussion participation

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Video Study

By the end of the lesson, the learner should be able to:

-Watch and analyze forward roll performance.
-Discuss the technique of forward roll.
-Demonstrate interest in learning the skill.

-Use a digital device to watch a video clip showing how forward roll is performed.
-Discuss how the forward roll is performed based on the video.
-Take turns to practice performing a forward roll on a large mat or ground.

How does video analysis help in learning gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98-99
-Digital devices
-Video clips of forward roll
-Gymnastics mats
-Safe practice area

-Video analysis participation -Discussion contribution -Technique understanding -Practice engagement

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Technique

By the end of the lesson, the learner should be able to:

-Describe the steps of a forward roll.
-Explain safety measures for forward roll.
-Show appreciation for proper technique.

-Learn the steps for forward roll: starting position, tucking chin, placing hands, rolling forward, extending legs to stand.
-Understand safety measures: warm-up, suitable surface, support, cool down, following instructions.

How do the different positions connect in a forward roll?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Step-by-step forward roll charts
-Safety measure posters
-Gymnastics mats
-Demonstration models

-Step sequence recollection -Safety measure explanation -Written assessment -Oral questioning

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Practice

By the end of the lesson, the learner should be able to:

-Perform the forward roll with guidance.
-Follow the progression of the skill.
-Support peers during practice.

-With guidance from the teacher, practice performing forward roll on a mat or safe ground.
-Follow the progression: squat position, tuck chin, place hands, roll, stand up.
-Support peers during practice for safety.
-Practice several times to master the skill.

How can spotting and support improve safety during practice?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Gymnastics mats
-Spotting aids
-Skill progression charts
-Safe practice area

-Skill execution assessment -Progression adherence -Peer support evaluation -Practice engagement

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance

By the end of the lesson, the learner should be able to:

-Identify the swan balance position.
-Explain the importance of balance in gymnastics.
-Show interest in mastering balance skills.

-Study pictures of swan balance.
-Discuss the position of the body, arms, and legs in the pictures.
-Explain the importance of body balance in gymnastics.
-Identify safety precautions for balance positions.

Why is balance important in gymnastics?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99-100
-Pictures of swan balance
-Balance demonstration charts
-Gymnastics mats
-Safety guidelines

-Balance position identification -Explanation quality -Discussion participation -Safety awareness

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance Practice

By the end of the lesson, the learner should be able to:

-Perform the swan balance with proper technique.
-Maintain stability in the balance position.
-Show patience and perseverance in practice.

-Demonstrate the swan balance by lying on stomach.
-Lift chest off the ground, arms extended forward.
-Lift legs off the ground, creating a rocking position.
-Hold the position and rock gently.
-Practice in pairs, giving feedback to each other.

How can body control be maintained during balance positions?

-MENTOR Creative Arts Grade 6 Learner's Book Page 100
-Gymnastics mats
-Balance practice area
-Stopwatch for timing holds
-Peer feedback forms

-Balance execution quality -Position stability -Hold duration -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance Peer Practice

By the end of the lesson, the learner should be able to:

-Practice the swan balance with a partner.
-Give and receive constructive feedback.
-Demonstrate increased control in balance.

-In pairs, take turns performing the swan balance.
-One learner performs while the other observes and provides feedback.
-Focus on body position, stability, and control.
-Change roles until both have performed.
-Correct each other using constructive feedback.

How can peer feedback improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 100-101
-Gymnastics mats
-Feedback guidelines
-Observation checklists
-Balance reference pictures

-Partner work assessment -Feedback quality -Skill improvement -Peer teaching ability

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Introduction

By the end of the lesson, the learner should be able to:

-Define a three-action sequence in gymnastics.
-Explain the connection between skills in a sequence.
-Value the creative aspect of sequences.

-Learn about three-action sequence as a performance of three gymnastic skills as one continuous movement.
-Understand that the finishing point of one skill should be the starting point of the next skill.
-Know that sequences may include cartwheels, rolls, and balances.

How are different gymnastics skills connected in a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence explanation charts
-Video examples of sequences
-Sequence planning sheets
-Digital devices

-Definition explanation -Connection understanding -Concept application -Oral assessment

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Study

By the end of the lesson, the learner should be able to:

-Analyze pictures of gymnastics sequences.
-Describe body and leg positions in sequence elements.
-Demonstrate sequence elements safely.

-Study pictures showing a three-action sequence in gymnastics.
-Describe the activity being performed in each picture.
-Discuss the body and leg position in each picture.
-Demonstrate the 3-action gymnastics sequence shown in the pictures.

What makes a gymnastics sequence effective?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence picture series
-Body position analysis charts
-Gymnastics mats
-Safe demonstration area

-Picture analysis accuracy -Position description -Demonstration attempt -Safety awareness

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Practice

By the end of the lesson, the learner should be able to:

-Practice the three-action sequence safely.
-Perform the sequence with increasing fluidity.
-Record performances for feedback.

-In groups, practice the three-action gymnastics sequence on a mat or safe ground.
-Practice multiple times until mastery is achieved.
-Record performances on video.
-Share recordings with classmates.
-Give feedback on each other's performance.

How can practice improve the fluidity of a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101-102
-Gymnastics mats
-Video recording devices
-Playback equipment
-Safe practice area

-Sequence fluidity -Skill connection -Recording quality -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Family Demonstration

By the end of the lesson, the learner should be able to:

-Demonstrate the three-action sequence to family.
-Explain the sequence to others.
-Share experiences with classmates.

-Show family members and peers how to perform the three-action sequence.
-Explain the technique and safety considerations.
-Get feedback from family.
-Share experiences with classmates.

How can gymnastics skills be shared with the community?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Home practice guidelines
-Safety instructions
-Experience sharing template
-Feedback forms

-Demonstration ability -Explanation clarity -Experience sharing -Family feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Weaving Materials Collection

By the end of the lesson, the learner should be able to:

-Identify materials for weaving a gymnastic mat.
-Collect suitable materials for weaving.
-Show environmental consciousness in material selection.

-Identify suitable materials for weaving a gymnastics mat.
-Collect recyclable materials from the environment.
-Sort and prepare materials for weaving.
-Discuss the environmental benefits of using recyclable materials.

Why is recycling beneficial to the environment?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Material collection bags
-Sorting containers
-Material preparation tools
-Environmental impact charts

-Material identification -Collection quantity/quality -Environmental awareness -Preparation thoroughness

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Frame Loom Construction
1.4 Gymnastics - Mat Weaving

By the end of the lesson, the learner should be able to:

-Construct a frame loom using mitre joints.
-Apply safety measures when using tools.
-Demonstrate precision in construction.

-Collect materials for making a frame loom.
-Measure and cut wooden pieces for the frame.
-Construct the frame using mitre joints.
-Apply safety measures when using tools.
-Ensure the frame is sturdy and properly joined.

How does a well-constructed loom affect the weaving process?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102-103
-Wood for frame
-Cutting and measuring tools
-Safety equipment
-Joining materials
-Construction guides
-MENTOR Creative Arts Grade 6 Learner's Book Page 103
-Prepared frame loom
-Weaving materials
-Color variation guide
-Finishing tools
-Weaving patterns

-Frame construction quality -Joint precision -Safety observation -Tool handling

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Collaborative Mat Assembly

By the end of the lesson, the learner should be able to:

-Stitch individual mats together to create a larger mat.
-Apply appropriate stitching techniques.
-Work collaboratively in a group project.

-In groups, stitch the small mat pieces together.
-Create a large floor mat for gymnastics performance.
-Focus on type of finishing stitch, color pattern, and texture.
-Ensure the final mat is secure and safe for use.

How does collaboration enhance project outcomes?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103
-Individual mat pieces
-Stitching materials
-Pattern planning guides
-Collaboration guidelines
-Finishing tools

-Stitching quality -Collaboration effectiveness -Final mat safety/quality -Group work assessment

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Sequence Performance on Woven Mat

By the end of the lesson, the learner should be able to:

-Perform the 3-phase gymnastics sequence on the woven mat.
-Accompany the performance with instrumental ensemble.
-Provide constructive feedback on performances.

-Display and critique each other's woven mats.
-Practice the 3-phase sequence on the woven mats.
-Perform the sequence accompanied by percussion instruments.
-Record performances on video.
-Comment on each other's performance.

How does the woven mat enhance gymnastics performance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103-104
-Completed woven mats
-Percussion instruments
-Video recording devices
-Performance space
-Feedback forms

-Sequence execution -Mat utilization -Musical accompaniment -Video analysis -Peer feedback

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Long Jump (12 lessons)

By the end of the lesson, the learner should be able to:

-Identify the long jump field.
-Explain the parts of the long jump facility.
-Show interest in long jump as a field event.

-Look at a picture of long jump facility.
-Identify the field event played in the facility.
-Discuss what happens in the runway, take-off board, and landing pit.
-Identify materials used in the landing pit.

How are long jump and high jump field events performed?

-MENTOR Creative Arts Grade 6 Learner's Book Page 125
-Pictures of long jump field
-Video clips of long jump
-Digital devices
-Charts showing parts of long jump field

-Observation -Oral questions -Discussion participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique in Long Jump

By the end of the lesson, the learner should be able to:

-Describe the stages of long jump using the sail technique.
-Identify possible injuries in long jump.
-Value safety in long jump practice.

-Study pictures showing long jump technique.
-Describe the stages of long jump shown in the picture.
-Discuss possible injuries that can happen if the sand pit is poorly maintained.
-Watch a video clip showing the sail technique in Long jump.

Why is it important to maintain a tempo in athletics?

-MENTOR Creative Arts Grade 6 Learner's Book Page 126
-Pictures of sail technique
-Video clips
-Digital devices
-Safety guidelines charts

-Picture analysis -Oral questioning -Discussion participation -Video comprehension

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Approach

By the end of the lesson, the learner should be able to:

-Demonstrate the approach phase of the sail technique.
-Make quick long strides along the runway.
-Show confidence during approach.

-Observe safety during demonstration.
-Run along the runway making quick long strides (11-15 strides).
-Slightly lean forward during approach and assume upright position as speed builds.
-Stay relaxed and control the run.

How does proper approach affect long jump performance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 126-127
-Long jump runway
-Markers for strides
-Demonstration area
-Safety equipment

-Technique observation -Stride counting -Body position assessment -Safety adherence

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Take-off

By the end of the lesson, the learner should be able to:

-Perform the take-off phase of sail technique.
-Position the foot correctly on the take-off board.
-Demonstrate proper body lift during take-off.

-Place one foot on the take-off board or line.
-Lift the body off the ground.
-Avoid stepping beyond the take-off board.
-Practice the take-off motion with correct foot placement.

How does proper take-off affect jump distance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit with take-off board
-Take-off board markers
-Demonstration charts
-Safety equipment

-Take-off technique -Foot placement -Body lift assessment -Safety observation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Flight

By the end of the lesson, the learner should be able to:

-Execute the flight phase of sail technique.
-Position the body correctly during flight.
-Show control during the flight phase.

-Tuck the knees close to the chest during flight.
-Bend the trunk forward.
-Focus the eyes on the landing area ahead.
-Practice the body positioning for flight phase.

How is body positioned during the flight phase?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit
-Flight position demonstration charts
-Video demonstrations
-Safety equipment

-Flight position assessment -Body control -Eye focus -Technique execution

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Landing

By the end of the lesson, the learner should be able to:

-Perform the landing phase of sail technique.
-Position the body correctly for landing.
-Demonstrate safe landing technique.

-On contact with the ground, let knees give in to absorb shock.
-Keep the head low and bring trunk forward to prevent sitting back.
-Bring hands forward to assist the movement.
-Practice safe landing technique.

Why is proper landing technique important for safety?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit with sand
-Landing technique charts
-Video demonstrations
-Safety equipment

-Landing technique -Body position -Shock absorption -Safety observation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Practicing Sail Technique

By the end of the lesson, the learner should be able to:

-Practice the sail technique progressively.
-Perform standing and running jumps.
-Support peers during practice.

-Jump from a standing position to land on both feet.
-After a short run, jump forward and land on both feet.
-Practice the technique with peers.
-Give feedback on each other's performance.

How can progressive practice improve long jump technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127-128
-Long jump field
-Markers for practice stations
-Observation checklists
-Feedback forms

-Progressive skill development -Standing jump technique -Running jump technique -Peer support and feedback

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Full Sail Technique Practice

By the end of the lesson, the learner should be able to:

-Perform the complete sail technique sequence.
-Execute warm-up and cool-down activities.
-Provide positive feedback to peers.

-Do warm-up activities before executing the sail technique.
-Visit the long jump field in or near school.
-Take turns performing the complete sail technique.
-Repeat until mastery is achieved.
-Appreciate peers' efforts through clapping and cheering.
-Perform cool-down exercises after the activity.

How does regular practice contribute to skill mastery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 128
-Long jump field
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms

-Complete technique execution -Warm-up/cool-down participation -Performance improvement -Peer appreciation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - High Jump Facility

By the end of the lesson, the learner should be able to:

-Identify the high jump facility.
-Explain the uses of different parts of high jump facility.
-Show interest in high jump as a field event.

-Study a picture of high jump facility.
-Identify the event that takes place in the facility.
-Discuss the uses of the labeled parts of the facility.
-Explore the high jump facility in the school if available.

What are the essential components of a high jump facility?

-MENTOR Creative Arts Grade 6 Learner's Book Page 128-129
-Pictures of high jump facility
-High jump facility (if available)
-Charts showing parts of facility
-Video demonstrations

-Facility identification -Parts explanation -Interest demonstration -Oral questioning

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Scissors Technique in High Jump

By the end of the lesson, the learner should be able to:

-Describe the scissors technique in high jump.
-Identify the stages of scissors technique.
-Value safety measures in high jump.

-Study pictures showing scissors technique.
-Discuss what the learner is doing in the pictures.
-Discuss the stages numbered in the picture.
-Watch a video clip showing the scissors technique in high jump.

How is the scissors technique performed in high jump?

-MENTOR Creative Arts Grade 6 Learner's Book Page 129
-Pictures of scissors technique
-Video clips
-Digital devices
-Safety guidelines charts

-Technique description -Stage identification -Safety awareness -Discussion participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Scissors Technique Practice

By the end of the lesson, the learner should be able to:

-Perform the scissors technique in high jump.
-Apply safety measures during practice.
-Show confidence during high jump attempts.

-Take four to six steps, take off and use scissors technique.
-Jump over the bar set at low height.
-Attempt to land on feet on the mat.
-Practice multiple times until mastery.
-Approach the bar at an angle, taking eight to ten strides.
-Let closest leg go over bar first followed by second leg.
-Keep body upright and aim to land on feet.

How does proper practice improve high jump technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 130-131
-High jump facility
-Landing mats
-Bar at adjustable heights
-Safety equipment
-Demonstration charts

-Technique execution -Safety application -Confidence display -Practice participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Full Scissors Technique Practice

By the end of the lesson, the learner should be able to:

-Execute the complete scissors technique sequence.
-Perform warm-up and cool-down activities.
-Provide constructive feedback to peers.

-Do warm-up activities before executing scissors technique.
-Visit the high jump field in school.
-Take turns performing scissors technique as instructed.
-Perform repeatedly until well executed.
-Appreciate peers' efforts by clapping and offering feedback.
-Perform cool-down exercises after activity.

How does regular practice contribute to skill mastery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 131
-High jump facility
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms

-Complete technique execution -Warm-up/cool-down participation -Performance improvement -Peer feedback quality

PERFORMANCE AND DISPLAY

Swimming - Body Position in Breaststroke

By the end of the lesson, the learner should be able to:

-Identify the correct body position in breaststroke.
-Describe the position of hands, legs, and head in breaststroke.
-Value proper body positioning in swimming.

Learner is guided to:
-Study pictures showing body positioning in breaststroke.
-Discuss how the body is positioned in the pictures.
-Describe how the swimmer has positioned her hands and legs.
-Discuss the position of the head.

How can we use inverted breaststroke in life saving?

MENTOR Creative Arts Grade 6 Learner's Book Page 167

- Observation -Oral questions -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Breaststroke Technique

By the end of the lesson, the learner should be able to:

-Watch videos of breaststroke technique in swimming.
-Identify key movements in breaststroke.
-Discuss safety measures when swimming.

Learner is guided to:
-Using a digital device, watch a video clip showing breaststroke in swimming.
-Observe the body position, movement of arms and legs, and timing for proper breathing.
-Observe how the swimmer is moving in the water.
-Discuss safety measures that should be observed when swimming.

How is breaststroke performed in swimming?

MENTOR Creative Arts Grade 6 Learner's Book Page 167-168

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Observing Breaststroke

By the end of the lesson, the learner should be able to:

-Observe breaststroke performed by swimmers.
-Describe the body position, arm and leg action in breaststroke.
-Appreciate the importance of learning to swim.

Learner is guided to:
-Visit a swimming pool with teacher guidance.
-Observe how breaststroke is performed by swimmers.
-Describe the body position, arm and leg action.
-Imitate how breaststroke is performed.
-Discuss why it is important to learn how to swim.

Why is it important to learn how to swim?

MENTOR Creative Arts Grade 6 Learner's Book Page 168

- Observation -Oral presentation -Group assessment

PERFORMANCE AND DISPLAY

Swimming - Body Position in Inverted Breaststroke

By the end of the lesson, the learner should be able to:

-Explain the inverted breaststroke technique.
-Identify the differences between standard and inverted breaststroke.
-Value the importance of different swimming strokes.

Learner is guided to:
-Watch an actual or virtual performance/illustration of inverted breaststroke.
-Explain the inverted breaststroke considering the progression.
-Compare the body positions in standard and inverted breaststroke.
-Discuss when inverted breaststroke might be useful.

How does inverted breaststroke differ from standard breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 169

- Observation -Oral questions -Peer assessment

PERFORMANCE AND DISPLAY

Swimming - Floatation and Body Position

By the end of the lesson, the learner should be able to:

-Demonstrate floatation for inverted breaststroke.
-Position the body in a supine position for inverted breaststroke.
-Observe safety measures in the water.

Learner is guided to:
-Practise the execution of inverted breaststroke by first focusing on floatation.
-Position the body in a supine position (face up).
-Observe safety measures while in the water.
-Maintain a horizontal body position while floating.

How do we achieve proper floatation and body position for inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 169-170

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Arm Action in Inverted Breaststroke

By the end of the lesson, the learner should be able to:

-Demonstrate the arm action for inverted breaststroke.
-Coordinate arm movements while maintaining body position.
-Show interest in mastering the arm action.

Learner is guided to:
-Practise the arm action for inverted breaststroke.
-Start with arms at sides, then move them outward in a semicircular motion.
-Pull water towards the feet, then return arms to starting position.
-Coordinate arm movements while maintaining supine position.
-Practise the arm action in and out of the water.

How is the arm action performed in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 170

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Leg Action in Inverted Breaststroke

By the end of the lesson, the learner should be able to:

-Demonstrate the leg action for inverted breaststroke.
-Coordinate leg movements while maintaining body position.
-Value proper leg technique in swimming.

Learner is guided to:
-Practise the leg action for inverted breaststroke.
-Bend knees and bring heels toward buttocks.
-Turn feet outward.
-Kick in a circular outward motion until legs are straight and together.
-Practise the leg action in and out of the water.

How is the leg action performed in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 170-171

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Breathing in Inverted Breaststroke
Swimming - Rhythm Establishment in Inverted Breaststroke

By the end of the lesson, the learner should be able to:

-Demonstrate proper breathing technique for inverted breaststroke.
-Coordinate breathing with arm and leg movements.
-Appreciate the importance of proper breathing in swimming.

Learner is guided to:
-Practise the breathing technique for inverted breaststroke.
-Keep face above water in supine position.
-Inhale when arms are at sides.
-Exhale during the arm pull phase.
-Coordinate breathing with arm and leg movements.

How is proper breathing maintained in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 171
MENTOR Creative Arts Grade 6 Learner's Book Page 171-172

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Practising Floatation

By the end of the lesson, the learner should be able to:

-Carry out warm-up activities before swimming.
-Float with face facing up and arms stretched sideways.
-Demonstrate proper body alignment during floatation.

Learner is guided to:
-Carry out warm-up activities.
-With teacher guidance, float with face facing up and arms stretched sideways.
-Straighten the whole body from head to toe.
-Position the body horizontally on the water surface.
-Float for five seconds.
-Cool down and perform stretching exercises.

How can we maintain proper floatation for inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 172

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Practising Arm Action

By the end of the lesson, the learner should be able to:

-Perform warm-up activities before swimming.
-Execute the arm action for inverted breaststroke.
-Observe safety measures while practising.

Learner is guided to:
-Carry out warm-up activities.
-Under teacher supervision, keep the whole body straight in supine position.
-Practise the arm action by moving arms from sides in a semicircular motion.
-Pull water towards the feet and return arms to starting position.
-After completing one stroke, glide before starting the next stroke.
-Cool down after practice.

How can we improve our arm action in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 172-173

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Practising Leg Action

By the end of the lesson, the learner should be able to:

-Perform warm-up activities before swimming.
-Execute the leg action for inverted breaststroke.
-Observe safety measures while practising.

Learner is guided to:
-Carry out warm-up activities.
-Under teacher supervision, maintain a horizontal position with arms stretched sideways.
-Start the kicking action by bending the knees.
-Gradually separate the knees and heels, and imitate the kicking motion of a frog.
-Repeat the leg action multiple times.
-Cool down after practice.

How can we improve our leg action in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 173

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Coordinating Arms and Legs

By the end of the lesson, the learner should be able to:

-Perform warm-up activities before swimming.
-Coordinate arm and leg actions in inverted breaststroke.
-Observe safety measures while practising.

Learner is guided to:
-Carry out warm-up activities.
-Push off from the wall of the pool with arms extended.
-Push arms downwards and head upwards out of the water.
-Fold legs for a kick when arms are stretched ahead.
-Coordinate the arm and leg actions in sequence.
-Cool down after practice.

How do we coordinate arm and leg actions in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 173-174

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Glide Game

By the end of the lesson, the learner should be able to:

-Participate in glide games to practise inverted breaststroke.
-Apply the complete technique in a game situation.
-Value teamwork in swimming activities.

Learner is guided to:
-Participate in glide games to practise inverted breaststroke.
-Push off from the wall and glide in supine position.
-Complete one full stroke cycle then glide.
-Compete with peers on gliding distance after each stroke.
-Observe safety measures during the game.

How can games help improve our inverted breaststroke technique?

MENTOR Creative Arts Grade 6 Learner's Book Page 174

- Observation -Game assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Montage Technique Introduction

By the end of the lesson, the learner should be able to:

-Explore actual or virtual samples of montage pictorial compositions.
-Identify the characteristics of montage technique.
-Value montage as an artistic technique.

Learner is guided to:
-Explore actual or virtual samples of montage pictorial compositions.
-Learn about the meaning of montage technique.
-Identify the characteristics of montage.
-Discuss how overlapping works in montage compositions.

Why is overlapping important in a montage work?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Montage Material Collection

By the end of the lesson, the learner should be able to:

-Select pictures from old magazines, newspapers, and calendars.
-Cut out images for montage composition.
-Show interest in creating a montage.

Learner is guided to:
-Select and cut out pictures from old magazines, newspapers, and calendars.
-Choose images that relate to water conservation or swimming.
-Organize the cut-out images for the montage composition.
-Discuss how the images will be arranged in the composition.

What materials are suitable for creating a montage?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Materials collection assessment -Portfolio

PERFORMANCE AND DISPLAY

Swimming - Creating a Montage

By the end of the lesson, the learner should be able to:

-Arrange and paste cut-out images to create a montage.
-Apply principles of overlapping and dominance.
-Create a montage on "water conservation."

Learner is guided to:
-Explore and try out new ideas of arranging and pasting cut-out images.
-Create a montage composition on "water conservation" with emphasis on interpretation of subject matter, overlapping, dominance, and finishing.
-Apply adhesive to secure the images on the background.
-Ensure proper finishing of the montage.

How can we effectively arrange images in a montage composition?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Portfolio

PERFORMANCE AND DISPLAY

Swimming - Displaying and Evaluating Montages

By the end of the lesson, the learner should be able to:

-Display montage compositions.
-Talk about own and others' montages.
-Record and evaluate swimming performance.

Learner is guided to:
-Display the completed montage compositions.
-Talk about own and others' montages, focusing on the principles applied.
-In pairs, record video clips of own and others' swimming performance.
-Evaluate the performance and give constructive feedback.

How can we evaluate and improve our artistic and swimming performances?

MENTOR Creative Arts Grade 6 Learner's Book

- Exhibition -Peer assessment -Video analysis

PERFORMANCE AND DISPLAY

Swimming - Video Analysis

By the end of the lesson, the learner should be able to:

-Analyze video recordings of inverted breaststroke performance.
-Identify strengths and areas for improvement.
-Value video analysis as a tool for improvement.

Learner is guided to:
-Watch the video recordings of their inverted breaststroke performance.
-Analyze the body position, arm action, leg action, and coordination.
-Identify strengths and areas for improvement.
-Discuss strategies for improving technique.

How can video analysis help improve swimming technique?

MENTOR Creative Arts Grade 6 Learner's Book

- Video analysis -Discussion -Self-assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Participating in Sporting Events

By the end of the lesson, the learner should be able to:

-Participate in different sporting events.
-Apply skills learned in previous grades.
-Value sportsmanship in competitions.

Learner is guided to:
-Participate in sporting events including Football, Rounders, Athletics, Volleyball, and Gymnastics.
-Form teams for Football with eleven members each, where one is a goalkeeper.
-Apply kicking, stopping, and dribbling skills.
-Select teams for Rounders with nine players each.
-Engage in Long jump and High jump competitions using the sail and scissors techniques.
-Form Volleyball teams to practice underarm serve and single hand dig pass.
-Execute the cartwheel skill in gymnastics individually or in groups.

How can participation in sporting events promote personal development?

MENTOR Creative Arts Grade 6 Learner's Book Page 195-196

- Observation -Performance assessment -Team assessment