Creating and Execution

Composing rhythm

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

Listen to songs and identify songs in three and four beat patterns.
Imitate short rhythms of melodies in three and four beat time patterns displayed on flash cards
Appreciate rhythmic patterns created by self and others.

In groups, pairs or individually learners are guided to:
Listen to songs and identify songs in three and four beat patterns.
Imitate short rhythms of melodies in three and four beat time patterns displayed on flash cards

How are French rhythm names used to create rhythmic patterns?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing rhythm

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

Identify songs in three and four beat patterns
Take turns to improvise short rhythms in three and four beat patterns using percussion 18 instruments
Appreciate rhythmic patterns created by self and others

In groups, pairs or individually learners are guided to:
Identify songs in three and four beat patterns
Take turns to improvise short rhythms in three and four beat patterns using percussion 18 instruments

Why create rhythm in different beat patterns?

Creative Arts Curriculum Design Grade 6
Pictures, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing rhythm

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

Listen to songs and identify songs in three and four beat patterns
Use different colours (contrasting colours) to mark the strong and weak beats of rhythms in three and four beat patterns.
Appreciate rhythmic patterns created by self and others.

In groups, pairs or individually learners are guided to:
Listen to songs and identify songs in three and four beat patterns
Use different colours (contrasting colours) to mark the strong and weak beats of rhythms in three and four beat patterns.

How are French rhythm names used to create rhythmic patterns?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing rhythm

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

Use different colours (contrasting colours) to mark the strong and weak beats of rhythms in three and four beat patterns.
Share the work with peers for critique and feedback for improvement.
Appreciate rhythmic patterns created by self and others.

In groups, pairs or individually learners are guided to:
Use different colours (contrasting colours) to mark the strong and weak beats of rhythms in three and four beat patterns.
Share the work with peers for critique and feedback for improvement.

Why create rhythm in different beat patterns?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Watch and analyse, virtual samples of woven items done using 2/2 twill weave
Collect and prepare recyclable materials from the local environment for weaving a mat, (yarns from old woven items)
Observe hygiene and safety measures while picking and preparing found materials, using sharp tools while making the frame.

In groups, pairs or individually learners are guided to:
Watch and analyse, virtual samples of woven items done using 2/2 twill weave
Collect and prepare recyclable materials from the local environment for weaving a mat, (yarns from old woven items)
Observe hygiene and safety measures while picking and preparing found materials, using sharp tools while making the frame.

How does sequencing in gymnastics foster creativity?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Watch and analyse, actual samples of woven items done using 2/2 twill weave
Collect and prepare recyclable materials from the local environment for weaving a mat, (polythene materials)
Observe hygiene and safety measures while picking and preparing found materials, using sharp tools while making the frame.

In groups, pairs or individually learners are guided to:
Watch and analyse, actual samples of woven items done using 2/2 twill weave
Collect and prepare recyclable materials from the local environment for weaving a mat, (polythene materials)
Observe hygiene and safety measures while picking and preparing found materials, using sharp tools while making the frame.

Why is recycling beneficial to the environment?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Make a wooden frame loom using mitre joints
Weave a small floor mat individually (1x1ft) for gymnastics performance using (twill weave 2/2) on a frame loom with emphasis on colour variation and finishing techniques
Appreciate own and peers’ woven mats used for gymnastics performance.

In groups, pairs or individually learners are guided to:
Make a wooden frame loom using mitre joints
Weave a small floor mat individually (1x1ft) for gymnastics performance using (twill weave 2/2) on a frame loom with emphasis on colour variation and finishing techniques

Why is recycling beneficial to the environment?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Make a wooden frame loom using mitre joints
Weave a small floor mat individually (1x1ft) for gymnastics performance using (twill weave 2/2) on a frame loom with emphasis on colour variation and finishing techniques
Appreciate own and peers’ woven mats used for gymnastics performance.

In groups, pairs or individually learners are guided to:
Make a wooden frame loom using mitre joints
Weave a small floor mat individually (1x1ft) for gymnastics performance using (twill weave 2/2) on a frame loom with emphasis on colour variation and finishing techniques

How does sequencing in gymnastics foster creativity?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Make a wooden frame loom using mitre joints
Weave a small floor mat individually (1x1ft) for gymnastics performance using (twill weave 2/2) on a frame loom with emphasis on colour variation and finishing techniques
Appreciate own and peers’ woven mats used for gymnastics performance.

In groups, pairs or individually learners are guided to:
Make a wooden frame loom using mitre joints
Weave a small floor mat individually (1x1ft) for gymnastics performance using (twill weave 2/2) on a frame loom with emphasis on colour variation and finishing techniques

Why is recycling beneficial to the environment?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Make a wooden frame loom using mitre joints
Weave a small floor mat individually (1x1ft) for gymnastics performance using (twill weave 2/2) on a frame loom with emphasis on colour variation and finishing techniques
Appreciate own and peers’ woven mats used for gymnastics performance.

In groups, pairs or individually learners are guided to:
Make a wooden frame loom using mitre joints
Weave a small floor mat individually (1x1ft) for gymnastics performance using (twill weave 2/2) on a frame loom with emphasis on colour variation and finishing techniques

How does sequencing in gymnastics foster creativity?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Make a wooden frame loom using mitre joints
Stitch the small pieces together to make a large floor mat for gymnastics with emphasis on; - type of finishing stitch, colour pattern and texture in groups.
Display and positively critique each others woven items for reflective feedback.

In groups, pairs or individually learners are guided to:
Make a wooden frame loom using mitre joints
Stitch the small pieces together to make a large floor mat for gymnastics with emphasis on; - type of finishing stitch, colour pattern and texture in groups.

Why is recycling beneficial to the environment?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Demonstrate the gymnastics skills (cartwheel, balances and rolls) to create a 3-phase sequence performance on a woven mat.
Practise a 3-phase sequence of a roll, a balance and/or cartwheel on a mat while observing safety.
Observe safety as they perform rolls, balances and cartwheel to form a 3-phase sequence of a gymnastic performance

In groups, pairs or individually learners are guided to:
Demonstrate the gymnastics skills (cartwheel, balances and rolls) to create a 3-phase sequence performance on a woven mat.
Practise a 3-phase sequence of a roll, a balance and/or cartwheel on a mat while observing safety.
Observe safety as they perform rolls, balances and cartwheel to form a 3-phase sequence of a gymnastic performance

How does sequencing in gymnastics foster creativity?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Demonstrate the gymnastics skills (cartwheel, balances and rolls) to create a 3-phase sequence performance on a woven mat.
Practise a 3-phase sequence of a roll, a balance and/or cartwheel on a mat while observing safety.
Observe safety as they perform rolls, balances and cartwheel to form a 3-phase sequence of a gymnastic performance

In groups, pairs or individually learners are guided to:
Demonstrate the gymnastics skills (cartwheel, balances and rolls) to create a 3-phase sequence performance on a woven mat.
Practise a 3-phase sequence of a roll, a balance and/or cartwheel on a mat while observing safety.
Observe safety as they perform rolls, balances and cartwheel to form a 3-phase sequence of a gymnastic performance

Why is recycling beneficial to the environment?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Demonstrate the gymnastics skills (cartwheel, balances and rolls) to create a 3-phase sequence performance on a woven mat.
Practise a 3-phase sequence of a roll, a balance and/or cartwheel on a mat while observing safety.
Observe safety as they perform rolls, balances and cartwheel to form a 3-phase sequence of a gymnastic performance

In groups, pairs or individually learners are guided to:
Demonstrate the gymnastics skills (cartwheel, balances and rolls) to create a 3-phase sequence performance on a woven mat.
Practise a 3-phase sequence of a roll, a balance and/or cartwheel on a mat while observing safety.
Observe safety as they perform rolls, balances and cartwheel to form a 3-phase sequence of a gymnastic performance

How does sequencing in gymnastics foster creativity?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Demonstrate the gymnastics skills (cartwheel, balances and rolls) to create a 3-phase sequence performance on a woven mat.
Practise a 3-phase sequence of a roll, a balance and/or cartwheel on a mat while observing safety.
Observe safety as they perform rolls, balances and cartwheel to form a 3-phase sequence of a gymnastic performance

In groups, pairs or individually learners are guided to:
Demonstrate the gymnastics skills (cartwheel, balances and rolls) to create a 3-phase sequence performance on a woven mat.
Practise a 3-phase sequence of a roll, a balance and/or cartwheel on a mat while observing safety.
Observe safety as they perform rolls, balances and cartwheel to form a 3-phase sequence of a gymnastic performance

Why is recycling beneficial to the environment?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Discuss how sequencing in gymnastics foster creativity
Perform the 3-phase gymnastics sequence accompanied by a percussion instrumental ensemble.
Enjoy taking a video and comment on each other’s gymnastic performance and give constructive feedback.

In groups, pairs or individually learners are guided to:
Discuss how sequencing in gymnastics foster creativity
Perform the 3-phase gymnastics sequence accompanied by a percussion instrumental ensemble.
Take a video and comment on each other’s gymnastic performance and give constructive feedback.

How does sequencing in gymnastics foster creativity?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Discuss how sequencing in gymnastics foster creativity
Perform the 3-phase gymnastics sequence accompanied by a percussion instrumental ensemble.
Enjoy taking a video and comment on each other’s gymnastic performance and give constructive feedback.

In groups, pairs or individually learners are guided to:
Discuss how sequencing in gymnastics foster creativity
Perform the 3-phase gymnastics sequence accompanied by a percussion instrumental ensemble.
Take a video and comment on each other’s gymnastic performance and give constructive feedback.

Why is recycling beneficial to the environment?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Gymnastics

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

Discuss how sequencing in gymnastics foster creativity
Perform the 3-phase gymnastics sequence accompanied by a percussion instrumental ensemble.
Enjoy taking a video and comment on each other’s gymnastic performance and give constructive feedback.

In groups, pairs or individually learners are guided to:
Discuss how sequencing in gymnastics foster creativity
Perform the 3-phase gymnastics sequence accompanied by a percussion instrumental ensemble.
Take a video and comment on each other’s gymnastic performance and give constructive feedback.

How does sequencing in gymnastics foster creativity?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Discuss how one can create interesting melodies
Sing solfa syllable d r m f s l t d’ ascending and descending with accuracy in pitch.
Have fun singing the solfa syllables (d-d’) using la and vowel sounds ascending and descending

In groups, pairs or individually learners are guided to:
Discuss how one can create interesting melodies
Sing solfa syllable d r m f s l t d’ ascending and descending with accuracy in pitch.
Sing the solfa syllables (d-d’) using la and vowel sounds ascending and descending

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Discuss how one can create interesting melodies
Sing solfa syllable d r m f s l t d’ ascending and descending with accuracy in pitch.
Have fun singing the solfa syllables (d-d’) using la and vowel sounds ascending and descending

In groups, pairs or individually learners are guided to:
Discuss how one can create interesting melodies
Sing solfa syllable d r m f s l t d’ ascending and descending with accuracy in pitch.
Sing the solfa syllables (d-d’) using la and vowel sounds ascending and descending

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Discuss how one can create interesting melodies
Sing solfa syllable d r m f s l t d’ ascending and descending with accuracy in pitch.
Have fun singing the solfa syllables (d-d’) using la and vowel sounds ascending and descending.

In groups, pairs or individually learners are guided to:
Discuss how one can create interesting melodies
Sing solfa syllable d r m f s l t d’ ascending and descending with accuracy in pitch.
Sing the solfa syllables (d-d’) using la and vowel sounds ascending and descending.

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Imitate solfa pitches sung or played on a melodic instrument for pitch discrimination.
Listen to, aurally recognise sol-fa sounds and sing familiar songs within the d-d’ range using solfa syllables.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Imitate solfa pitches sung or played on a melodic instrument for pitch discrimination.
Listen to, aurally recognise sol-fa sounds and sing familiar songs within the d-d’ range using solfa syllables.

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Imitate solfa pitches sung or played on a melodic instrument for pitch discrimination.
Listen to, aurally recognise sol-fa sounds and sing familiar songs within the d-d’ range using solfa syllables.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Imitate solfa pitches sung or played on a melodic instrument for pitch discrimination.
Listen to, aurally recognise sol-fa sounds and sing familiar songs within the d-d’ range using solfa syllables.

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Imitate solfa pitches sung or played on a melodic instrument for pitch discrimination.
Listen to, aurally recognise sol-fa sounds and sing familiar songs within the d-d’ range using solfa syllables.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Imitate solfa pitches sung or played on a melodic instrument for pitch discrimination.
Listen to, aurally recognise sol-fa sounds and sing familiar songs within the d-d’ range using solfa syllables.

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Practice singing and performing the sol-fa ladder using Kodaly hand signs.
Perform melodies within d-d’ using hand signs.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Practice singing and performing the sol-fa ladder using Kodaly hand signs.
Perform melodies within d-d’ using hand signs.

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Practice singing and performing the sol-fa ladder using Kodaly hand signs.
Perform melodies within d-d’ using hand signs.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Practice singing and performing the sol-fa ladder using Kodaly hand signs.
Perform melodies within d-d’ using hand signs.

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Practice singing and performing the sol-fa ladder using Kodaly hand signs.
Perform melodies within d-d’ using hand signs.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Practice singing and performing the sol-fa ladder using Kodaly hand signs.
Perform melodies within d-d’ using hand signs.

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Draw hand signs and write their corresponding solfa syllables.
Compose simple melodies based on solfa syllables d r m f s l t d’ using narrow leaps (thirds), stepwise motion, repetition, variation and appropriate ending).
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Draw hand signs and write their corresponding solfa syllables.
Compose simple melodies based on solfa syllables d r m f s l t d’ using narrow leaps (thirds), stepwise motion, repetition, variation and appropriate ending).

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Draw hand signs and write their corresponding solfa syllables.
Compose simple melodies based on solfa syllables d r m f s l t d’ using narrow leaps (thirds), stepwise motion, repetition, variation and appropriate ending).
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Draw hand signs and write their corresponding solfa syllables.
Compose simple melodies based on solfa syllables d r m f s l t d’ using narrow leaps (thirds), stepwise motion, repetition, variation and appropriate ending).

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Draw hand signs and write their corresponding solfa syllables.
Compose simple melodies based on solfa syllables d r m f s l t d’ using narrow leaps (thirds), stepwise motion, repetition, variation and appropriate ending).
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Draw hand signs and write their corresponding solfa syllables.
Compose simple melodies based on solfa syllables d r m f s l t d’ using narrow leaps (thirds), stepwise motion, repetition, variation and appropriate ending).

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Use calligraphy lettering to add sol-fa syllables to created rhythms to form a melody.
Sing own and others’ created melodies.
Have fun recording and presenting the created melodies to peers for appraisal and improvement.

In groups, pairs or individually learners are guided to:
Use calligraphy lettering to add sol-fa syllables to created rhythms to form a melody.
Sing own and others’ created melodies.
Record and present the created melodies to peers for appraisal and improvement.

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Creating and Execution

Composing melody

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

Use calligraphy lettering to add sol-fa syllables to created rhythms to form a melody.
Sing own and others’ created melodies.
Have fun recording and presenting the created melodies to peers for appraisal and improvement.

In groups, pairs or individually learners are guided to:
Use calligraphy lettering to add sol-fa syllables to created rhythms to form a melody.
Sing own and others’ created melodies.
Record and present the created melodies to peers for appraisal and improvement.

How can one create interesting melodies?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Demonstrate the sail technique in long jump, with emphasis on (approach/run-up , take-off, flight/sail position and landing) -observe safety of self and others
Perform the sail technique in long jump using an appropriate tempo for skills acquisition
Appraise each other's performance while executing the sail and scissors techniques to an appropriate tempo.

In groups, pairs or individually learners are guided to:
Demonstrate the sail technique in long jump, with emphasis on (approach/run-up , take-off, flight/sail position and landing) -observe safety of self and others
Perform the sail technique in long jump using an appropriate tempo for skills acquisition

How are long jump and high jump field events performed?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Demonstrate the sail technique in long jump, with emphasis on (approach/run-up , take-off, flight/sail position and landing) -observe safety of self and others
Perform the sail technique in long jump using an appropriate tempo for skills acquisition
Appraise each other's performance while executing the sail and scissors techniques to an appropriate tempo.

In groups, pairs or individually learners are guided to:
Demonstrate the sail technique in long jump, with emphasis on (approach/run-up , take-off, flight/sail position and landing) -observe safety of self and others
Perform the sail technique in long jump using an appropriate tempo for skills acquisition

Why is it important to maintain a tempo in athletics?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Demonstrate the scissors technique in high jump, emphasise on (approach, take-off, flight, scissor motion clearance and landing) -observe safety of self and others
Perform the scissors technique in high jump, emphasise on (approach, take-off, flight, scissor motion clearance and landing) -observe safety of self and others.
Appraise each other's performance while executing the sail and scissors techniques to an appropriate tempo

In groups, pairs or individually learners are guided to:
Demonstrate the sail technique in long jump, with emphasis on (approach/run-up , take-off, flight/sail position and landing) -observe safety of self and others
Perform the sail technique in long jump using an appropriate tempo for skills acquisition

How are long jump and high jump field events performed?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Demonstrate the scissors technique in high jump, emphasise on (approach, take-off, flight, scissor motion clearance and landing) -observe safety of self and others
Perform the scissors technique in high jump, emphasise on (approach, take-off, flight, scissor motion clearance and landing) -observe safety of self and others.
Appraise each other's performance while executing the sail and scissors techniques to an appropriate tempo

In groups, pairs or individually learners are guided to:
Demonstrate the sail technique in long jump, with emphasis on (approach/run-up , take-off, flight/sail position and landing) -observe safety of self and others
Perform the sail technique in long jump using an appropriate tempo for skills acquisition

Why is it important to maintain a tempo in athletics?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Practise the performance of sail technique in long jump accompanied by a music temp
Demonstrate the scissors technique in high jump to a specified tempo observing safety rules.
Take a video of each other and assess their performance.

In groups, pairs or individually learners are guided to:
Practise the performance of sail technique in long jump accompanied by a music temp
Demonstrate the scissors technique in high jump to a specified tempo observing safety rules.
Take a video of each other and assess their performance.

How are long jump and high jump field events performed?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Practise the performance of sail technique in long jump accompanied by a music temp
Demonstrate the scissors technique in high jump to a specified tempo observing safety rules.
Take a video of each other and assess their performance.

In groups, pairs or individually learners are guided to:
Practise the performance of sail technique in long jump accompanied by a music temp
Demonstrate the scissors technique in high jump to a specified tempo observing safety rules.
Take a video of each other and assess their performance.

Why is it important to maintain a tempo in athletics?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Practise the performance of sail technique in long jump accompanied by a music temp
Demonstrate the scissors technique in high jump to a specified tempo observing safety rules.
Take a video of each other and assess their performance.

In groups, pairs or individually learners are guided to:
Practise the performance of sail technique in long jump accompanied by a music temp
Demonstrate the scissors technique in high jump to a specified tempo observing safety rules.
Take a video of each other and assess their performance.

How are long jump and high jump field events performed?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Practise the performance of sail technique in long jump accompanied by a music temp
Demonstrate the scissors technique in high jump to a specified tempo observing safety rules.
Take a video of each other and assess their performance.

In groups, pairs or individually learners are guided to:
Practise the performance of sail technique in long jump accompanied by a music temp
Demonstrate the scissors technique in high jump to a specified tempo observing safety rules.
Take a video of each other and assess their performance.

How are long jump and high jump field events performed?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Practise the performance of sail technique in long jump accompanied by a music temp
Demonstrate the scissors technique in high jump to a specified tempo observing safety rules.
Take a video of each other and assess their performance.

In groups, pairs or individually learners are guided to:
Practise the performance of sail technique in long jump accompanied by a music temp
Demonstrate the scissors technique in high jump to a specified tempo observing safety rules.
Take a video of each other and assess their performance.

Why is it important to maintain a tempo in athletics?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Search virtual sources for samples of multimedia invitation cards to study the use of elements of card design. (layout, lettering, image and colour)
Explore the environment to collect found objects, fabric, papers for making a multi-media card
Observe safety while collecting objects from the environment.

In groups, pairs or individually learners are guided to:
Search virtual sources for samples of multimedia invitation cards to study the use of elements of card design. (layout, lettering, image and colour)
Explore the environment to collect found objects, fabric, papers for making a multi-media card

How are long jump and high jump field events performed?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics Long jump High jump

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

Collect found objects, fabric, papers for making a multi-media card
Design a multimedia invitation card for an athletics event.
Enjoy displaying and talking about own and others’ cards.

In groups, pairs or individually learners are guided to:
Collect found objects, fabric, papers for making a multi-media card
Design a multimedia invitation card for an athletics event.
Display and talk about own and others’ cards.

How are long jump and high jump field events performed?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Observe and interpret the baroque fingering chart of the notes C D E F G A B C’ D’
Practise and play play the notes C D E F G A B C’ D’ ascending and descending on the descant recorder with appropriate fingering, tonguing and posture, individually and in groups
Show interest in playing the descant recorder.

In groups, pairs or individually learners are guided to:
Observe and interpret the baroque fingering chart of the notes C D E F G A B C’ D’
Practise and play play the notes C D E F G A B C’ D’ ascending and descending on the descant recorder with appropriate fingering, tonguing and posture, individually and in groups

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Observe and interpret the baroque fingering chart of the notes C D E F G A B C’ D’
Practise and play play the notes C D E F G A B C’ D’ ascending and descending on the descant recorder with appropriate fingering, tonguing and posture, individually and in groups
Show interest in playing the descant recorder.

In groups, pairs or individually learners are guided to:
Observe and interpret the baroque fingering chart of the notes C D E F G A B C’ D’
Practise and play play the notes C D E F G A B C’ D’ ascending and descending on the descant recorder with appropriate fingering, tonguing and posture, individually and in groups

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Observe and interpret the baroque fingering chart of the notes C D E F G A B C’ D’
Practise and play play the notes C D E F G A B C’ D’ ascending and descending on the descant recorder with appropriate fingering, tonguing and posture, individually and in groups
Show interest in playing the descant recorder.

In groups, pairs or individually learners are guided to:
Observe and interpret the baroque fingering chart of the notes C D E F G A B C’ D’
Practise and play play the notes C D E F G A B C’ D’ ascending and descending on the descant recorder with appropriate fingering, tonguing and posture, individually and in groups

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Observe and interpret the baroque fingering chart of the notes C D E F G A B C’ D’
Practise and play play the notes C D E F G A B C’ D’ ascending and descending on the descant recorder with appropriate fingering, tonguing and posture, individually and in groups
Show interest in playing the descant recorder.

In groups, pairs or individually learners are guided to:
Observe and interpret the baroque fingering chart of the notes C D E F G A B C’ D’
Practise and play play the notes C D E F G A B C’ D’ ascending and descending on the descant recorder with appropriate fingering, tonguing and posture, individually and in groups

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Write notes C D E F G A B C’ D’ using calligraphy
Practise and play melodies on the descant recorder based on notes C D E F G A B C’ D’ guided by the teacher or a resource person.
Observe hygiene measures in the use of the descant recorder.

In groups, pairs or individually learners are guided to:
Write notes C D E F G A B C’ D’ using calligraphy
Practise and play melodies on the descant recorder based on notes C D E F G A B C’ D’ guided by the teacher or a resource person.
Present melodies before peers for critique and continuous improvement

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Write notes C D E F G A B C’ D’ using calligraphy
Practise and play melodies on the descant recorder based on notes C D E F G A B C’ D’ guided by the teacher or a resource person.
Observe hygiene measures in the use of the descant recorder.

In groups, pairs or individually learners are guided to:
Write notes C D E F G A B C’ D’ using calligraphy
Practise and play melodies on the descant recorder based on notes C D E F G A B C’ D’ guided by the teacher or a resource person.
Present melodies before peers for critique and continuous improvement

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Write notes C D E F G A B C’ D’ using calligraphy
Practise and play melodies on the descant recorder based on notes C D E F G A B C’ D’ guided by the teacher or a resource person.
Observe hygiene measures in the use of the descant recorder.

In groups, pairs or individually learners are guided to:
Write notes C D E F G A B C’ D’ using calligraphy
Practise and play melodies on the descant recorder based on notes C D E F G A B C’ D’ guided by the teacher or a resource person.
Present melodies before peers for critique and continuous improvement

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Write notes C D E F G A B C’ D’ using calligraphy
Practise and play melodies on the descant recorder based on notes C D E F G A B C’ D’ guided by the teacher or a resource person.
Observe hygiene measures in the use of the descant recorder.

In groups, pairs or individually learners are guided to:
Write notes C D E F G A B C’ D’ using calligraphy
Practise and play melodies on the descant recorder based on notes C D E F G A B C’ D’ guided by the teacher or a resource person.
Present melodies before peers for critique and continuous improvement

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Search, watch videos and practise playing melodies based on the notes learnt.
Practice playing and play the main melody of the Kenya National Anthem before the performance of gymnastic, individually and in groups.
Enjoy presenting melodies before peers for critique and continuous improvement.

In groups, pairs or individually learners are guided to:
Search, watch videos and practise playing melodies based on the notes learnt.
Practice playing and play the main melody of the Kenya National Anthem before the performance of gymnastic, individually and in groups.
Present melodies before peers for critique and continuous improvement.

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Search, watch videos and practise playing melodies based on the notes learnt.
Practice playing and play the main melody of the Kenya National Anthem before the performance of gymnastic, individually and in groups.
Enjoy presenting melodies before peers for critique and continuous improvement.

In groups, pairs or individually learners are guided to:
Search, watch videos and practise playing melodies based on the notes learnt.
Practice playing and play the main melody of the Kenya National Anthem before the performance of gymnastic, individually and in groups.
Present melodies before peers for critique and continuous improvement

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Search, watch videos and practise playing melodies based on the notes learnt.
Practice playing and play the main melody of the Kenya National Anthem before the performance of gymnastic, individually and in groups.
Enjoy presenting melodies before peers for critique and continuous improvement.

In groups, pairs or individually learners are guided to:
Search, watch videos and practise playing melodies based on the notes learnt.
Practice playing and play the main melody of the Kenya National Anthem before the performance of gymnastic, individually and in groups.
Present melodies before peers for critique and continuous improvement.

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Collect differently coloured papers and in groups,
Manipulate the papers using the following paper craft techniques, (folding, cutting, twisting and joining) to form decorative; - block letters (music notes) - shapes -instruments, sports equipment – forms
Observe safety when using cutting and sharp tools.

In groups, pairs or individually learners are guided to:
Collect differently coloured papers and in groups,
Manipulate the papers using the following paper craft techniques, (folding, cutting, twisting and joining) to form decorative; - block letters (music notes) - shapes -instruments, sports equipment – forms

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Collect differently coloured papers and in groups,
Manipulate the papers using the following paper craft techniques, (folding, cutting, twisting and joining) to form decorative; - block letters (music notes) - shapes -instruments, sports equipment – forms
Observe safety when using cutting and sharp tools.

In groups, pairs or individually learners are guided to:
Collect differently coloured papers and in groups,
Manipulate the papers using the following paper craft techniques, (folding, cutting, twisting and joining) to form decorative; - block letters (music notes) - shapes -instruments, sports equipment – forms

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Collect differently coloured papers and in groups,
Manipulate the papers using the following paper craft techniques, (folding, cutting, twisting and joining) to form decorative; - block letters (music notes) - shapes -instruments, sports equipment – forms
Observe safety when using cutting and sharp tools.

In groups, pairs or individually learners are guided to:
Collect differently coloured papers and in groups,
Manipulate the papers using the following paper craft techniques, (folding, cutting, twisting and joining) to form decorative; - block letters (music notes) - shapes -instruments, sports equipment – forms

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Create decor for classroom interior using papercraft techniques.
Display the decorations in the classroom using threads, ribbons and glue.
Enjoy playing melodies during gymnastic activities to provide rhythmic accompaniment to the exercises.

In groups, pairs or individually learners are guided to:
Create decor for classroom interior using papercraft techniques.
Display the decorations in the classroom using threads, ribbons and glue.
Play melodies during gymnastic activities to provide rhythmic accompaniment to the exercises.

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Create decor for classroom interior using papercraft techniques.
Display the decorations in the classroom using threads, ribbons and glue.
Enjoy playing melodies during gymnastic activities to provide rhythmic accompaniment to the exercises.

In groups, pairs or individually learners are guided to:
Create decor for classroom interior using papercraft techniques.
Display the decorations in the classroom using threads, ribbons and glue.
Play melodies during gymnastic activities to provide rhythmic accompaniment to the exercises.

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Create decor for classroom interior using papercraft techniques.
Display the decorations in the classroom using threads, ribbons and glue.
Enjoy playing melodies during gymnastic activities to provide rhythmic accompaniment to the exercises.

In groups, pairs or individually learners are guided to:
Create decor for classroom interior using papercraft techniques.
Display the decorations in the classroom using threads, ribbons and glue.
Play melodies during gymnastic activities to provide rhythmic accompaniment to the exercises.

How do you produce a good tone on a descant recorder?

Creative Arts Curriculum Design Grade 6
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise