NAME

TSC NO.

SCHOOL

Week 

Lesson

Strand

Sub strand

Specific learning outcome

Key inquiry question

Learning experiences

Learning resources

Assessment

Remarks

1

1

DRAWING

Line

By the end of the sub strand, the learner should be able to:

Identify different types of lines in the environment to use in drawing;

How do we identify types of lines and their characteristics in the environment?

In groups learners are taken for environmental walks and or digital tours to identify types of lines on objects e.g. straight lines, wavy lines, zigzag lines, curved lines etc

Paper, charcoal sticks, crayons, computer.

Oral question, discussion, observation, portfolios.

2

DRAWING

Line

By the end of the sub strand, the learner should be able to:

create simple forms using a variety of lines through crayon and charcoal media;

How do we draw different types of lines?

How do learners react when using charcoal and crayons when drawing?

Learners experiment with crayons and charcoal in drawing varied lines.

Learners explore ICT drawing tools to draw varied lines.

Learners use lines to draw human and animal forms.

Paper, charcoal sticks, crayons, computer.

Oral question, discussion, observation, portfolios

2

1

DRAWING

Line

By the end of the sub strand, the learner should be able to:

create simple forms using a

variety of lines through digital tools;

appreciate use of lines in the environment

How do we draw different types of lines?

How do learners react when using charcoal and crayons when drawing?

Learners experiment with crayons and charcoal in drawing varied lines.

Learners explore ICT drawing tools to draw varied lines.

Learners use lines to draw human and animal forms.

Learners display and sign about their own and others’ work

Paper, charcoal sticks, crayons, computer.

Oral question, discussion, observation, portfolios.

2

DRAWING

Shapes

By the end of the sub strand, the learner should be able to:

identify different types of shapes in the environment to use in drawing; draw different shapes observed in the environment using crayon and or charcoal and or ICT tools;

How do you draw organic shapes and non-organic shapes?

In groups learners are taken for an environmental walk and or digital tour to identify different shapes

Individually learner to draw different shapes (from the environment e.g. cups, books windows etc) using crayons and charcoal media

Papers, crayons, charcoal sticks, textured surfaces in the environment and computer.

Oral question, discussion, observation, portfolios

3

1

DRAWING

Shapes

By the end of the sub-strand, the learner should be able to:

have fun drawing different shapes observed from the environment.

What shapes can you identify in the environment? How do you draw organic shapes and non-organic shapes?

Individually, the learner to experiment with ICT tools to draw shapes.

Individually, the learner to display and sign about own and others’ wo

Papers, crayons, charcoal sticks, textured surfaces in the environment and computer.

Oral question, discussion, observation, portfolios

2

DRAWING

Texture

By the end of the sub strand, the learner should be able to:

Identify different types of textures to use in drawing

How do we identify texture?

How do we categorise texture for this level?

Learners are taken for an environmental walk to experience texture through touch.

Learners are guided to rub over surfaces e.g. tree barks, coins, wood floors, walls, furniture, books and other surfaces

Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images

Signed questions,

discussion, observation, portfolios

4

1

DRAWING

Texture

By the end of the sub strand, the learner should be able to:

to rub charcoal and crayon over paper placed on smooth and rough surfaces to create texture appreciate texture of objects in their environment.

How do we categorise texture for this level?

How do we create texture using crayons and charcoal?

Individually, learners explore rubbing-over different textured surfaces and objects e.g. tree barks, coins, bricks, wood, floor etc. Learners display and sign about their own and others’ work (describing what they like about the textural effects made on the paper).

Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images

Signed questions, discussion, observation, portfolios

2

PAINT

AND

COLOUR

Making improvised brushes

By the end of the sub-strand, the learner should be able to:

Name materials that can be used to make improvised brushes

What materials can be used to make improvised brushes

Learners could be guided to identify and name materials used for making improvised brushes

Papers, pencils, powder paints, improvised brushes, digital images

Signed questions, discussion, observation, portfolios

5

1

PAINT

AND

COLOUR

Making improvised brushes

By the end of the sub-strand, the learner should be able to: make simple brushes from local materials

What materials can be used to make improvised brushes

Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc.

Papers, pencils, powder paints, improvised

brushes, digital images

Signed questions, discussion, observation, portfolios

2

PAINT

AND

COLOUR

What materials can be used to make improvised brushes?

How do you make improvised brushes

1

PAINT

AND

COLOUR

What materials can be used to make improvised brushes?

How do you make improvised brushes

Make improvised brushes using the materials collected. 

Individually learner to use the improvised brushes to colour

within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).

2

PAINT

AND

COLOUR

What materials can be used to make improvised brushes?

How do you make improvised brushes

Make improvised brushes using the materials collected. 

Individually learner to use the improvised brushes to colour

within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).

PAINT

AND

COLOUR

What materials can be used to make improvised brushes?

How do you make improvised brushes

Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).

Learners to display and sign their own and others’ work

By the end of the sub strand, the learner should be able to:

Observe objects with line patterns in the environment and in digital tools to help in creation of patterns

By the end of the sub-strand, the learner should be able to:

create patterns in colour using lines and digital tools;

By the end of the sub-strand, the learner should be able to:

enjoy creating linear patterns in colour and digital tools.

By the end of the sub strand, the learner should be able to:

Observe objects with dot patterns in the environment and in digital media to help in creation of patterns

Where can we find dot patterns around our school?

How do you create dot patterns?

In groups learners to be guided to observe types of dot patterns in the environment and in digital media.

Individually, the learner to create patterns using dots in colour or using digital tools.

By the end of the sub-strand, the learner should be able to:

create dot patterns in colour or using digital tools for self-expression; enjoy creating dot patterns.

Where can we find dot patterns around our school?

How do you create dot patterns?

By the end of the sub strand, the learner should be able to:

observe numbers in the environment to motivate them in creating patterns

By the end of the sub- strand, the learner should be able to:

create patterns in colour.

Individually, the learner to experiment with numbers to create patterns in colour. 

Individually, the learner to experiment with digital tools to create numeral patterns in colour.