Displaying items by tag: KLB Visionary

SCHOOL

GRADE

TERM

YEAR

6

1

2023

Week

Lesson 

Strand

Sub strand

Specific learning outcomes

Key inquiry questions 

Learning experiences

Learning resources

Assessment

Remarks

1

1

Athletics: Track Events

Bunch Start

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

• Use digital device to watch a video clip and observe the bunch start
• Demonstrate  bunch start by positioning the  body arms and legs
• Have fun practicing how to bunch start

Where should you focus your eyes when performing athletics?

The learner is guided individually or in groups to:

• Demonstrate  bunch start by positioning the  body arms and legs

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 1-6

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

2

Athletics: Track Events

Bunch Start

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

• Warm up in getting ready to perform bunch start
• Run on the spot, do rabbit hops and slow match to perform the bunch sprint
• Appreciate the spirit of sports through dedication and commitment

Why should you adequately warm up before performing bunch start?

The learner is guided individually or in groups to:

• Run on the spot, do rabbit hops and slow match to perform the bunch sprint

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 1-6

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

3

Athletics: Track Events

The drop finish technique

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

• Use a digital device to watch a video clip and observe the drop race finish technique
• Demonstrate the drop finish technique by practicing with others
• Appreciate feedback from the teacher and others

Which part of the body has been pushed forward?

The learner is guided individually or in groups to:

• Demonstrate the drop finish technique by practicing with others

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 6-9

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

4

Athletics: Track Events

The drop finish technique

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

• Perform warm up activities such as plucking partner’s tail, squat jumps and lateral rabbit jumps
• Cool down using curling and stretching and slow dance activities then practice the drop finish technique
• Have fun performing  the drop finish technique

What are rules for performing the drop finish technique?

The learner is guided individually or in groups to:

• Perform warm up activities such as plucking partner’s tail, squat jumps and lateral rabbit jumps

KLB Visionary Physical and Health Education Learner’s Book 6 Pg.  6-9

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

5

Athletics: Track Events

Shoulder shrug technique

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

• Use a digital device to watch a race and observe the shoulder shrug technique
• Demonstrate the  shoulder shrug technique
• Display an attitude of receiving feedback positively from teachers and peers

Which parts of the body are used to perform the shoulder shrug technique?

The learner is guided individually or in groups to:

• Demonstrate the  shoulder shrug technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 10-13

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

2

1

Athletics: Track Events

Shoulder shrug technique

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

• Perform the stationary bend, the right and left bends and shoulder shrug drill
• Practice running and perform the  shoulder shrug technique
• Desire to uphold integrity during sporting competitions

What should you do on your last stride to the finishing line?

The learner is guided individually or in groups to:

• Practice running and perform the  shoulder shrug technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 10-13

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

2

Athletics: Track Events

Non-visual Baton Exchange down sweep method in relays

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

• Use digital devices to watch a clip and observe the non-visual baton exchange method
• Demonstrate the grip for non-visual baton exchange
• Appreciate feedback from the teacher and others

What is the name to the item passed on when running relays?

The learner is guided individually or in groups to:

• Demonstrate the grip for non-visual baton exchange

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 14-18

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

3

Athletics: Track Events

Non-visual Baton Exchange down sweep method in relays

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

• Perform the non-visual baton exchange following outgoing stance, baton run and baton exchange drill
• Practice  the non-visual Baton Exchange down sweep method in relays
• Display the character of a sport person

The learner is guided individually or in groups to:

• Practice  the non-visual Baton Exchange down sweep method in relays

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 14-18

Value based sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

4

Field Events

Facility and equipment in High Jump

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

• Using digital devices watch video clips and observe the facility and equipment in high jump
• Perform warm up activities such as jumping jacks, skip and skip, press-ups and cool down activities
• Enjoy demonstrating high jump

What is high jump?

The learner is guided individually or in groups to:

• Perform warm up activities such as jumping jacks, skip and skip, press-ups and cool down activities

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 19-22

sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

5

Field Events

Facility and equipment in High Jump

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

• Walk from a distance, mark a suitable point and take off
• Practice high jumping in groups of three and receive feedback
• Display an attitude to work in a team

What rules should you observe when performing high jump?

The learner is guided individually or in groups to:

• Practice high jumping in groups of three

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 19-22

sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

3

1

Field Events

Scissor Technique in High Jump

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

• Use a digital device to watch a video clip and observe the run, the takeoff, flight and landing
• Follow the instructions given by the teacher to demonstrate the  scissor technique in high jump
• Enjoy practicing the  scissor technique in high jump

Which foot clears the bar first during flight in scissor technique high jump?

The learner is guided individually or in groups to:

• Use a digital device to watch a video clip and observe the run, the takeoff, flight and landing

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 22-27

sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

2

Field Events

Scissor Technique in High Jump

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

• Perform warm up activities such as jumping jacks, side shuffles, lunges activities
• Demonstrate the run, the takeoff, the flight and the landing using scissor technique
• Appreciate positive ways of coping with stress in daily life

What are the ways of coping with stress during games and sports?

The learner is guided individually or in groups to:

• Demonstrate the run, the takeoff, the flight and the landing using scissor technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 22-27

sports channels, Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

3

Field Events

Equipment and sector in Standing Javelin

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

• Use digital devices to watch video clips and observe the parts of a the javelin sector
• Identify the various parts of the javelin, the head, the shaft, cord grip and the tail
• Enjoy observing the divisions and the measurement of a javelin throw sector

What is Javelin?

The learner is guided individually or in groups to:

• Identify the various parts of the javelin, the head, the shaft, cord grip and the tail

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 28-31

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

4

Field Events

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

• Perform warm up activities such as walking jacks, ankle circles and activities
• Practice throwing the javelin with a stabbing action at a good throwing angle
• Enjoy throwing the javelin at different angles

What are the different parts of a javelin?

The learner is guided individually or in groups to:

• Practice throwing the javelin with a stabbing action at a good throwing angle

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 28-31

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

5

Field Events

The throw in standing Javelin

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

• Warm up through body weight squats, arm swings, hip circles and heel & toe activities.
• Perform the stance, grip and carriage in standing javelin
• Have fun practicing the throw in standing javelin

What are the rules for handling a javelin?

The learner is guided individually or in groups to:

• Warm up through body weight squats, arm swings, hip circles and heel & toe activities.

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

4

1

Field Events

The throw in standing Javelin

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

• Demonstrate the grip, stance and carriage in standing javelin and get feedback from the teacher
• Practice the stance, grip, carriage, release and recovery with a javelin in pairs
• Appreciate feedback from their partner

What is the stance in standing javelin?

The learner is guided individually or in groups to:

• Demonstrate the grip, stance and carriage in standing javelin and get feedback from the teacher

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

2

Field Events

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

• Practice standing throw grip, carriage, release, walk and throw, then withdraw and release drill
• Work in teams to perfect the throwing angle
• Enjoy playing the game of hoop and throw

Using a javelin how to you hold the carriage?

The learner is guided individually or in groups to:

• Practice standing throw grip, carriage, release, walk and throw, then withdraw and release drill

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 31-38

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

3

Field Events

Standing Shot PUT

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

• Use digital devices to watch a video clip and observe the features of the shot put sector
• Warm up activities such as mountain climbers, side reach, arms circles and cool down activities
• Have fun discussing the shape and materials used to make the shot put

What is a shot put?

The learner is guided individually or in groups to:

• Use digital devices to watch a video clip and observe the features of the shot put sector 

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 38-41

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

4

Field Events

Standing Shot PUT

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

• Identify the putting action of throwing a shot put
• Observe and familiarize with the shot-put sector
• Have fun playing the game of circle bag tag

What is a shot-put sector?

The learner is guided individually or in groups to:

• Play the game of circle bag tag

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 38-41

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

5

Field Events

Putting the shot

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

• Use a digital device to watch a video clip on putting a shot while observing the stance, grip, release and recovery
• Warm up with back pedaling, plank walk out, arm swings and cool down activities
• Enjoy demonstrating the stance and grip

From the picture, which action is the girl about to undertake?

The learner is guided individually or in groups to:

• Warm up with back pedaling, plank walk out, arm swings and cool down activities

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

5

1

Field Events

Putting the shot

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

• Demonstrate the stance, grip, release and recovery in putting the shot
• Practice recovery after the shot put leaves the hand
• Appreciate the teacher’s feedback

How do you recover safely after putting the shot?

The learner is guided individually or in groups to:

• Demonstrate the stance, grip, release and recovery in putting the shot

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

2

Field Events

Putting the shot

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

• Practice the shot grip drill using a tennis ball
• Practice stationery put and putting into a hoop drill in groups of five
• Enjoy creatively designing drills to practice the stance, grip, release and recovery

What is stationery put?

The learner is guided individually or in groups to:

• Practice stationery put and putting into a hoop drill in groups of five

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 42-46

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

3

Rope Work

Wounded duck

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

• Use a digital device to watch a video clip on the wounded duck technique
• Observe the positioning on the toes and knees
• Have fun discussing the observations with their classmates

What is wounded duck technique?

The learner is guided individually or in groups to:

• Use a digital device to watch a video clip on the wounded duck technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

4

Rope Work

Wounded duck

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

• Perform warm up activities such as tagging a partner, leg swing, beckoning, light walking and arm swinging
• Demonstrate the movement of the feet and the knees in the wounded duck technique
• Appreciate the flexibility that comes with this technique

What are the different warm up activities?

The learner is guided individually or in groups to:

• Demonstrate the movement of the feet and the knees in the wounded duck technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

5

Rope Work

Wounded duck

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

• Perform wounded duck without a rope
• Perform wounded duck technique with a rope 
• Display positivity in accepting feedback from the teacher

How do you perform the wounded duck without a rope?

The learner is guided individually or in groups to:

• Perform wounded duck technique with and without a rope

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

6

1

Rope Work

Wounded duck

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

• Perform the wounded duck routine and in different directions in pairs
• Practice skipping and counting, numbers and letters, skipping to rhythm and creating the wounded duck
• Play the wounded duck circle for entertainment

How do the feet move in the wounded duck technique?

The learner is guided individually or in groups to:

• Practice skipping and counting, numbers and letters, skipping to rhythm and creating the wounded duck

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 49-54

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

2

Rope Work

Swing Kick

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

• Use a digital device to watch a video clip on the swing kick technique
• Observe the movement of the legs and the feet during the performance
• Display respect for others opinion when discussing the swing kick technique

What is a swing kick?

The learner is guided individually or in groups to:

• Use a digital device to watch a video clip on the swing kick technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 54-58

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

3

Rope Work

Swing kick

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

• Warm up through tagging a partner, leg swing, arm circle and cool down activities
• Demonstrate the movement of the feet and the knees in the swing technique
• Enjoy practicing swing kick rhythm, skipping a target and skipping round cones

What drills can you use to practice the swing kick technique?

The learner is guided individually or in groups to:

• Demonstrate the movement of the feet and the knees in the swing technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 54-58

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

4

Rope Work

Partner work

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

• Use a digital device to watch a video clip on partner work technique
• Observe how partner are able to coordinate the skipping rope
• Display respect for others opinion by discussing the skills the learners are performing

What directions are the boys facing during the activity?

The learner is guided individually or in groups to:

• Use a digital device to watch a video clip on partner work technique

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

5

Rope Work

Partner work

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

• Demonstrate the partner work such as the face -to -face , back -to -back and side -by -side techniques 
• Warm up through partner tag, start jumps, back and side stretch activities
• Perform light jogging and walking for energy

What are some of the warm up drills can you use in preparation for rope work?

The learner is guided individually or in groups to:

• Warm up through partner tag, start jumps, back and side stretch activities

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

7

1

Rope Work

Partner work

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

• Demonstrate face-to-face, back-to-back and side-to-side techniques with a partner
• Practice face-to-face, back-to-back and side-to-side techniques with a partner
• Appreciate the teacher’s feedback

How do you perform side-to-side technique with a partner?

The learner is guided individually or in groups to:

• Demonstrate face-to-face, back-to-back and side-to-side techniques with a partner

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 59-66

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

2

Soccer

Trapping – using the thigh

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

• Use a digital device to watch a video clip on trapping using the thigh
• Observe the placement of the thigh when trapping
• Appreciate others opinion when discussing the playing skills in the game

What is soccer?

The learner is guided individually or in groups to:

• Discuss the playing skills in the game

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 67-70

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

3

Soccer

Trapping – using the thigh

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

• Perform warm up and cool down activities
• Demonstrate by tossing the ball and attempt to trap it with the thigh before it touches the ground
• Enjoy practicing throw and trap, kick and trap

What is trapping?

The learner is guided individually or in groups to:

• Demonstrate tossing the ball and attempting to trap it with the thigh before it touches the ground

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 67-70

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

4

soccer

Trapping – using the chest

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

• Use a digital device to watch a video clip on chest trap
• Observe the positioning of the chest as the ball makes contact
• Enjoy looking at magazines, journals and pictures on trapping using the chest

What materials is a soccer ball made of?

The learner is guided individually or in groups to:

• Look at magazines, journals and pictures on trapping using the chest

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 70-75

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

5

Soccer

Trapping – using the chest

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

• Warm up through jog on the spot, rhythmical jumps, trunk rotation, half squats and cool down activities
• Practice the flighted chest trap, and the bouncing ball drills
• Have fun practicing trapping with the chest and observe safety

What does chest trap involve?

The learner is guided individually or in groups to:

• Warm up through jog on the spot, rhythmical jumps, trunk rotation, half squats and cool down activities

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 70-75

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

8

1

Soccer

Trapping – using the sole

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

• Watch a video clip on trapping using the sole
• Observe the placement of the foot as the ball makes contact with the ground
• Appreciate the techniques by looking at magazines, journals and newspapers

What part of the foot is in contact with the ball?

The learner is guided individually or in groups to:

• Observe the placement of the foot as the ball makes contact with the ground

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

2

Soccer

Trapping – using the sole

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

• Warm up through jumping jacks, walking knee hugs, leg swings and cool down activities
• Demonstrate by placing the sole on a bouncing ball applying some light pressure on top of it
• Appreciate feedback from the teacher and others

How do you perform jumping jacks when warming up?

The learner is guided individually or in groups to:

• Practice trapping using the sole using drills such as dead trap, roll and trap

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

3

Soccer

Trapping – using the sole

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

• Practice trapping using the sole using drills such as dead trap, roll and trap
• Perform in pairs and groups kick and trap, circle sole of the foot, rectangular formation and premier trapping
• Enjoy playing trap the mouse game

What game is trapping the mouse?

The learner is guided individually or in groups to:

• Perform in pairs and groups kick and trap, circle sole of the foot, rectangular formation and premier trapping

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 75-79

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

4

Volley Ball

Single hand dig pass

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

• Using a digital device watch a video clip on volley ball
• Observe when and how  the players apply the single hand dig pass
• Have fun looking at magazines, newspapers and journals on single hand dig

What game is volley ball?

The learner is guided individually or in groups to:

• Look at magazines, newspapers and journals on single hand dig

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

5

Volley Ball

Single hand dig pass

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

• Warm up through high knee, knee raisers, half squats and cool down activities
• Demonstrate with a partner who should receive it with a single handed dig pass
• Appreciate feedback from the teacher

What is single hand dig pass?

The learner is guided individually or in groups to:

• Demonstrate with a partner who should receive it with a single handed dig pass

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

9

1

Volley Ball

Single hand dig pass

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

• Practice single hand return  with a partner using right hand dig, left hand dig and alternate hands dig
• Receive feedback from each other
• Play sack volleyball game for enjoyment

How many hands should a player use to perform the single hand dig?

The learner is guided individually or in groups to:

• Practice single hand return  with a partner using right hand dig, left hand dig and alternate hands dig

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 80-83

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

2

Volley Ball

Over arm serve

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

• Use a digital device to watch a video
• Observe the stance and players movement towards the ball
• Enjoy looking at magazines, journals and newspapers on over arm serve

What is over arm serve?

The learner is guided individually or in groups to:

• Use a digital device to watch a video

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84- 86

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

3

Volley Ball

Over arm serve

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

• Perform warm up and cool down activities
• Demonstrate the steps to follow when performing an over arm serve
• Appreciate feedback from the teacher

How many steps should you follow when performing an over arm serve?

The learner is guided individually or in groups to:

• Demonstrate the steps to follow when performing an over arm serve

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84-86

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

4

Volley Ball

Over arm serve

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

• Practice the single hand dig pass using serving relay in teams
• Recognize and appreciate the first team to finish
• Play the rally serving challenge in two equal teams for enjoyment

What are the safety measures to apply when performing over arm serve?

The learner is guided individually or in groups to:

• Practice the single hand dig pass using serving relay in teams

KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 84-86

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

5

Volley Ball

Minor games and basic rules

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

• Use digital devices to search for volley ball rules and watch volley ball games
• Perform game warm up by passing the ball to each other
• Enjoy playing different games involving volleyball

What are minor games?

The learner is guided individually or in groups to:

• Play different games involving volleyball

KLB Visionary Physical and Health Education Learner’s Book Pg. 87-89

Observation Peer assessment and feedback Self - assessment and feedback

Practical’s  Written Tests Portfolio

10

END OF TERM EXAM

SCHOOL

GRADE

LEARNING AREA

TERM

YEAR

6

MUSIC

1

2023

Week

Lesson

Strand

Sub strand

Specific learning outcomes

Learning experiences

Key inquiry questions

Learning resources

Assessment

Remarks

1

1

SONGS

Singing different type of songs with expressions

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

• Observe the picture on learners’ book and explain what event it is
• Explain the type of songs that are likely to be sung in such an event
• Sing a song about the environment from the locality
• Appreciate caring for environment

• Learners to Observe the picture on learners’ book and explain what event it is
• Learners are guided in groups to Sing a song about the environment from the locality

What is a song?

• Flash cards
• Musical instruments
• Sample recorded Songs
• Digital devices 

Grade 6 KLB visionary Music Learners book page 1

Written Quizzes

Oral questions

Performance

2

Things to know singing different types of songs with expressions

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

• Discuss ways of expressing mood.
• Perform different types of songs with expressions
• Have fun singing a popular song with expressions to show the mood of the song

• Learners to Discuss ways of expressing mood. 
• Learners in groups are guided to Perform different types of songs with expressions

How do you express your mood?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices 

Grade 6 KLB visionary Music Learners book page 2-5

Written Quizzes

Checklists

Oral questions

performance

3

Appraising self and others’ performances

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

• Define appraisal
• Identify things to observe when appraising a performance
• Role play appraising one another performing a patriotic song
• Suggest how the performance can be improved.
• Have fun appraising each other performance

• Learners to Discuss things to observe when appraising a performance 
• With the help of the teacher learners to role play appraising one another’s performances

What is appraisal?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices
• Charts 

Grade 6 KLB visionary Music Learners book page 6-9

Written Quizzes

Practical’s

Oral questions

performance

2

1

Singing 2 and 3 -part songs in a duet and trio

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

• Define a duet and trio
• Sing a song in pairs correctly pronouncing the words clearly
• Have fun singing a three-part song with expressing

• Learners to define a duet
• Learners in groups to sing a two-part and three-part songs

What is a duet?

• Flash cards
• Musical instruments
• Sample recorded Songs
• Digital devices 

Grade 6 KLB visionary Music Learners book page 10-12

Written Quizzes

Oral questions

Performance

2

Values and messages in songs

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

• Identify messages in a song and explain what it says
• Sing a song on learner’s book titled integrity our goal
• Prepare a song on peace
•  Appreciate singing songs with values and good messages

with the help of a teacher open the link on leaners book and watch and listen to a song or sing a familiar song that has a positive message

What message do get from a song?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices 

Grade 6 KLB visionary Music Learners book page 12-16

Written Quizzes

Checklists

Oral questions

performance

3

Importance of songs

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

• Discuss importance of songs
• Sing a marriage song and explain why it performed during a marriage ceremony
• List five occasions when songs are sung 

• Learners to Discuss importance of songs
• With the help of the teacher visit a music recording studio and find out what goes on there.

What is the importance of songs

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices
• Charts 

Grade 6 KLB visionary Music Learners book page 16-18

Written Quizzes

Practical’s

Oral questions

performance

3

1

Kenyan folk songs

Different type of songs

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

• Explain reasons why the pictures show that the performance are folk songs
• Observe pictures in learners’ book and discuss what songs are likely to be performed
• Appreciate Kenyan folk songs

Learners to be guided to Observe pictures in learners’ book and discuss type of songs likely to be performed in the pictures

What Kenyan folk song do you know?

• Flash cards
• Musical instruments
• Sample recorded Songs
• Digital devices 

Grade 6 KLB visionary Music Learners book page 19

Written Quizzes

Oral questions

Performance

2

Things to know about performing different types of songs

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

• Identify occasions when Kenyan folk songs are performed
• Explain how the occasion determines the type of folk song to be performed
• Discuss importance of folk songs
• Sing a folk song about work
• Have fun singing a marriage folk song

• Learners to Identify occasions when Kenyan folk songs are performed
• Learners to sing a folk song about work

When do we perform Kenyan folk songs?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices 

Grade 6 KLB visionary Music Learners book page 20

Written Quizzes

Checklists

Oral questions

performance

3

Role of different types of songs

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

• Discuss the role of folk songs when performed in different occasions
• Perform a marriage song
• Have fun singing sacred songs

• Learners to be guided by the teacher to perform different types folk songs
• Leaners to discuss to the role of songs when performed in different occasions

Why do people sing in funerals?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices
• Charts 

Grade 6 KLB visionary Music Learners book page 20-21

Written Quizzes

Practical’s

Oral questions

performance

4

1

Performance of folk songs

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

• Identify things to observe when performing folk songs
• Perform a Tiriki initiation song on learners’ book while using the correct diction, gestures and facial expression.
• Appreciate folk songs from different communities

• In groups perform different types of Kenyan folk songs from different communities using proper diction ,facial expressions and gestures
• Learner to lead the performance of one folk song as a soloist

What factors do you consider when performing songs?

• Flash cards
• Musical instruments
• Sample recorded Songs
• Digital devices 

Grade 6 KLB visionary Music Learners book page 21-24

Written Quizzes

Oral questions

Performance

2

Performing a solo folk song

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

• Study the picture on leaners and discuss what is going on.
• Explain an occasion when a solo folk song will be suitable
• Role play solo performance of folk songs
• Have fun performing a folk song solo

• Learners to be guided in groups to Study the picture on leaners and discuss what is going on.
• Learners to Role play solo performance of folk songs

Have you ever seen a solo performance?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices

Grade 6 KLB visionary Music Learners book page 25

Written Quizzes

Checklists

Oral questions

performance

3

Things to know about performing a solo folk song

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

• Discuss factors to consider when performing a solo folk song
• Identify occasions when solo performance are most suitable
• Perform solo folk song with the correct costume, instrumentation ,diction and facial expression
• Enjoy performing a solo folk song with the correct diction for clarity of words and appropriate facial expression to bring out the feeling of the song

• Learners to Identify occasions when solo performance are most suitable
• Learners in groups to be guided to Perform solo folk song with the correct costume, instrumentation ,diction and facial expression

What do you consider in solo folk song performance?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices
• Charts 

Grade 6 KLB visionary Music Learners book page 25-29

Written Quizzes

Practical’s

Oral questions

performance

5

1

Features of a folk song

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

• Discuss features of a folk song
• Explain how folk songs affect our feelings when we sing them
• Watch performance of folk songs and discuss features of folk songs from performance watched .
• Enjoy performing a folk song

Learners to be guided by a teacher in groups to open a link on leaners book using a n internet enabled device  and watch a folk song performance from Mijikenda community

What features of folk songs do you know?

• Flash cards
• Musical instruments
• Sample recorded Songs
• Digital devices 

Grade 6 KLB visionary Music Learners book page 29-31

Written Quizzes

Oral questions

Performance

2

Appreciating the importance of performing folk songs from diverse communities

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

• Discuss why we should appreciate folk songs from all communities
• Recite words of a folk song
• Appreciate importance of folk songs

Learners to sing a work folk song from own community and a marriage folk song from a different community

Why should we appreciate folk song?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices

Grade 6 KLB visionary Music Learners book page 32-33

Written Quizzes

Checklists

Oral questions

performance

3

Information from a cultural centre or a music festival

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

• Identify places where one can get information on different types of folk songs
• Make a write up on three types of folk songs from different communities in kenya
• Enjoy collecting information about different types of songs

• Learners to Identify places where one can get information on different types of folk songs
• Learners in groups to be guided to use an internet enabled device to find information about types of folk songs

Where can you get information about folk songs?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices
• Charts 

Grade 6 KLB visionary Music Learners book page 34-36

Written Quizzes

Practical’s

Oral questions

performance

6

1

Musical instruments

String instrument of Kenya

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

• Draw and colour string instrument form Kisii community (obokano)
• Observe pictures of string instruments in learners’ book and discuss the difference
• Have fun observing string instruments from different communities

• Learners to Draw and colour string instrument form Kisii community (obokano)
• Learners are guided in groups to Observe pictures of string instruments in learners’ book and discuss the difference

What is obokano?

• Flash cards
• Musical instruments
• Sample recorded Songs
• Digital devices 

Grade 6 KLB visionary Music Learners book page  37

Written Quizzes

Oral questions

Performance

2

Things to know about string instruments of Kenya

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

• Identify common string instruments from different communities in Kenya
• Use internet enabled device to observe these instruments and watch how they are used.
• Have fun drawing string instruments from different communities

• Learners to brainstorm in small groups, common string instruments from different communities in Kenya
• Learners to Use internet enabled device to observe these instruments and watch how they are used.

Do you have a string instrument from your community?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices 

Grade 6 KLB visionary Music Learners book page 37-41

Written Quizzes

Checklists

Oral questions

performance

3

Parts of a fiddle and their function

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

• Define a fiddle
• Draw and name a Kenyan string instrument with one string
• Watch a video using link on learners’ book and explain the function of each part of the instrument
• Name parts of a fiddle and explain its function

• Learners in groups to be guided to watch a video using link on learners’ book and explain the function of each part of the instrument
• Learners to draw fiddle instrument from any Kenyan community

What is a fiddle?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices
• Charts 

Grade 6 KLB visionary Music Learners book page 41-45

Written Quizzes

Practical’s

Oral questions

performance

7

1

Care and maintenance of a string instrument

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

• Observe and name instrument on leaners book
• Discuss what could have happened to it
• Explain things that should be done to avoid repetition of the problem
• Explain the importance of caring instrument
• Appreciate proper care of instruments

• Learners to observe and name instrument on leaners book
• Learners to explain things that can be done to avoid the mistake.

What is wrong with instrument in learners’ book?

• Flash cards
• Musical instruments
• Sample recorded Songs
• Digital devices 

Grade 6 KLB visionary Music Learners book page 45

Written Quizzes

Oral questions

Performance

2

Things to know about care and maintenance of a string instrument

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

• Take turns to practice cleaning a string  instrument
• Discuss importance of taking care of string instrument
• Describe five ways of taking care of a string instrument.
• Appreciate taking care of string instruments

• Learners to be guided in groups to take turns to practice cleaning a string  instrument
• Learners to describe five ways of taking care of a string instrument.

How do we take care of string instruments?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices 

Grade 6 KLB visionary Music Learners book page 46-48

Written Quizzes

Checklists

Oral questions

performance

3

Tuning a fiddle

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

• Explain what happens when the string is loosened.
• Discuss what happens to sound when the string is tightened
• Demonstrate how to tune a string instrument before playing
• Appreciate tuning a string instrument.

• Learners to explain what happens when the string is loosened.
• Learners in groups to be guided to Discuss what happens to sound when the string is tightened

What happens when a string is loosened?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices
• Charts 

Grade 6 KLB visionary Music Learners book page 48

Written Quizzes

Practical’s

Oral questions

performance

8

1

Skills and techniques of playing a fiddle

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

• Discuss techniques and skills needed in playing a fiddle
• Take turns to practice the techniques of posture ,holding and bowing of fiddle
• Improvise a fiddle form any community in Kenya
• Have fun practicing posture, holding and bowing a fiddle

• Learners to watch the teacher  play a fiddle ,imitate the techniques of posture ,holding and bowing with an imaginary fiddle

What skill do you need to play a fiddle?

• Flash cards
• Musical instruments
• Sample recorded Songs
• Digital devices 

Grade 6 KLB visionary Music Learners book page 48-51

Written Quizzes

Oral questions

Performance

2

Role of string instrument in a performance

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

• Identify and explain the role of string instruments.
• Listen to audio recordings of folk songs accompanied by string instruments
• Have fun performing a folk song accompanied with string instruments

• Learners to be guided in groups to perform  a folk song playing a string instrument
• Leaners to watch video clips from the link on leaners book and listen to folk songs accompanied by string instruments

Can you accompany folk song with a string instrument?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices 

Grade 6 KLB visionary Music Learners book page 51-53

Written Quizzes

Checklists

Oral questions

performance

3

Making a fiddle

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

• Identify materials used in making a fiddle
• Assemble instruments used to make a fiddle
• Have fun collecting materials used in making a fiddle

• Learners to identify materials used in making a fiddle
• Learners in groups to be guide to assemble instruments used to make a fiddle

What do we need to make a fiddle?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices
• Charts

Grade 6 KLB visionary Music Learners book page 53-54

Written Quizzes

Practical’s

Oral questions

performance

9

1

Safety measures

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

• Identify safety measures observed when making a fiddle
• Identify steps and processes followed when preparing a fiddle
• Make a fiddle by following the steps and procedure highlighted
• Enjoy making a fiddle

• Learners to identify safety measures observed when making a fiddle
• Learners are guided in groups to Make a fiddle by following the steps and procedure highlighted in learners’ book

What are the steps followed when making a fiddle?

• Flash cards
• Musical instruments
• Sample recorded Songs
• Digital devices 

Grade 6 KLB visionary Music Learners book page 54-55

Written Quizzes

Oral questions

Performance

2

Playing in an instrumental group

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

• Choose an instrument of choice and play accompanying a folk song in a group
• Discuss reasons for the choice of instrument.
• Have fun practicing playing the chosen instrument

• Learners to decide as a group the tunes to play on the wind and string instruments and the rhythms to play on the percussion instruments.

Which string instrument can you play?

• Flash cards
• Sample recorded Songs
• Musical instruments
• Digital devices 

Grade 6 KLB visionary Music Learners book page 55

Written Quizzes

Checklists

Oral questions

performance

3

REVISION

10

END TERM ASSESSMENT

SCHOOL

GRADE

LEARNING AREA

TERM

YEAR

GRADE 6

HOME SCIENCE

1

2023

Week

Lesson

Strand /Theme

Sub-strand

Specific-Learning outcomes

Key Inquiry Question(S)

Learning/ Teaching Experience

Learning Resources         

Assessment Methods

Reflection

1

1

Healthy living

Meaning of adolescents

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

• Define adolescents
• Explain at what age does adolescents begin and end
• Watch a video clip of adolescents interacting with their family members
• Appreciate the changes that kids under go when they get to adolescent age.

Who is an adolescent?

In pairs, learners are guided to identify adolescents in the environment.

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 1-2

Oral questions

Oral Report

Observation

2

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

• Identify changes that take place during adolescence
• Represent changes that occur in boys and girls during adolescence in a table
• Appreciate the role of nature to own self and bodies.

What changes to adolescents?

Learners are guided to identify changes that occur to adolescents at this stage.

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 2-4

Oral questions

Oral Report

Observation

3

Good grooming

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

• Define grooming
• Identify some of the daily routine grooming practices for an adolescent
• Discuss importance of grooming for an adolescent
• Appreciate practicing good grooming for healthy habit

What are some of the grooming routines you do on a daily basis?

In groups, learners are guided to identify some of the routine grooming practices 

In groups, learners are guided to demonstrate how perform good grooming

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 4-5

Oral questions

Oral Report

Observation

2

1

Healthy eating habits for adolescents

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

• Discuss importance of adopting a healthy eating habit for adolescents
• Portion a healthy diet for an adolescent
• Appreciate healthy eating habit

What is a balanced diet?

In pairs, learners are guided to discuss importance of healthy eating 

In groups, learners are guided to prepare a balanced diet meal

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 5-7

Oral questions

Oral Report

Observation

2

Daily physical exercise as a healthy habit

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

• Identify physical exercise that are suitable for adolescents .
• Discuss importance of physical exercise to our bodies
• Perform simple exercises
• Have fun exercising as a healthy habit.

What is physical exercise?

Learners are guided to identify different games played in his/her locality 

In groups, learners are guided to role play a game of his/her choosing.

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 7-8

Oral questions

Oral Report

Observation

3

Safety in the environment

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

• Identify dangers that might happen to adolescents in the environment
• Discuss precautions that can be taken to avoid the dangers
• Educate peers on dangers that adolescents face in the locality
• Practice safety precautions to avoid danger.

What are some of the safety measures in the environment?

In groups, learners are guided to dangers that might happen to adolescents in the environment

In groups, learners are guided to demonstrate how Practice safety precautions to avoid danger.

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 8-10

Oral questions

Oral Report

Observation

3

1

Accessories and cosmetics

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

• Define accessory and cosmetic
• Name some common accessories used by adolescents
• Draw and color accessories
• Have fun accessorizing own self

What is an accessory?

In pairs, learners are guided to define cosmetics 

In groups, learners are guided to use accessories correctly

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 11-12

Oral questions

Oral Report

Observation

2

Misuse of accessories by adolescents

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

• Discuss ways in which adolescents misuse accessories
• Watch video showing proper ways of using accessories
• Appreciate proper accessorizing of accessories

Why is it important to accessorize correctly?

Learners are guided to identify ways in which accessories can be misused

In groups, learners are guided to properly accessorize themselves

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 13-14

Oral questions

Oral Report

Observation

3

Misuse and dangers of cosmetics

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

• Identify factors to consider when using cosmetics
• discuss ways in which adolescents can misuse cosmetics
• create a photo album of decently dressed ,accessorized and properly used cosmetics.
• appreciate decent dressing for adolescents

How should one use cosmetics?

In groups, learners are guided to identify factors to consider when using cosmetics 

In groups, learners are guided to demonstrate how to properly use cosmetics

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

KLB Visionary Home Science Learner’s Book Grade 6 pg. 14-15

Oral questions

Oral Report

Observation

4

1

Non -communicable diseases and disorders

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

• Explain the meaning of non-communicable disease and disorder
• Identify non-communicable diseases and disorders
• Use the internet to get information about non-communicable diseases
• Share experience on non-communicable diseases and disorders

What are non-communicable diseases/disorder?

In pairs, learners are guided Identify non-communicable diseases and disorders 

In groups, learners are guided to Share experience on non-communicable diseases and disorders

KLB Visionary Home Science Learner’s Book Grade 6 pg. 16-17

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

2

Causes, prevention and management of common non-communicable diseases-diabetes, obesity and hypertension

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

• Identify causes of diabetes, obesity and hypertension
• Share stories on diabetic patients if they have interacted with
• Discuss how diabetes , obesity and hypertension can be prevented and managed
• Appreciate prevention of obesity, diabetes and hypertension

How can we prevent getting obese?

Learners are guided to identify causes of diabetes, obesity and hypertension 

In groups, learners are guided to Discuss how diabetes , obesity and hypertension can be prevented and managed

KLB Visionary Home Science Learner’s Book Grade 6 pg. 17-20

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

3

Epilepsy and asthma

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

• Identify causes, signs and symptoms of epilepsy and asthma
• Discuss first aid procedure of epileptic and asthmatic patient
• Role play performing first aid for epileptic and asthmatic patient
• Appreciate prevention and management of epilepsy and asthma

What is epilepsy

In groups, learners are guided to identify causes, signs and symptoms of epilepsy 

In groups, learners are guided to Role play performing first aid for an epileptic patient

KLB Visionary Home Science Learner’s Book Grade 6 pg. 20-23

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

5

1

Heart diseases

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

• Name heart diseases
• Discuss causes, signs and symptoms of heart diseases
• Watch a video of patients with heart diseases
• Appreciate proper management and prevention of heart diseases

How do we prevent heart diseases?

In pairs, learners are guided to Discuss causes, signs and symptoms of heart diseases 

In groups, learners are guided to Watch a video of patients with heart diseases

KLB Visionary Home Science Learner’s Book Grade 6 pg. 24

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

2

Cancer

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

• Explain the meaning of cancer
• Watch a video showing care of cancer patients
• Create awareness of common preventable cancer
• Discuss causes and prevention of cancer
• Appreciate healthy living as a daily habit

What is cancer?

Learners are guided to Discuss causes and prevention of cancer  

In groups, learners are guided to Create awareness of common preventable cancer

KLB Visionary Home Science Learner’s Book Grade 6 pg. 25-27

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

3

Consumer education 

Budgeting

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

• Define budget
• Prepare a shopping list
• Discuss importance of preparing a budget
• Appreciate proper panning to avoid running out of funds

What is budget?

In groups, learners are guided to Prepare a shopping list

KLB Visionary Home Science Learner’s Book Grade 6 pg. 28-30

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

6

1

Importance of budgeting

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

• List factors to consider when making a budget
• Make a simple budget for personal effects
• Appreciate the need for budgeting

Why do we prepare a budget?

In pairs, learners are guided to List factors to consider when making a budget 

In groups, learners are guided to Make a simple budget for personal effects

KLB Visionary Home Science Learner’s Book Grade 6 pg. 30-32

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

2

Revision

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

• Answer topical questions correctly

Learners are guided to Answer topical questions correctly

KLB Visionary Home Science Learner’s Book Grade 6 pg. 32

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

3

Food and nutrition

Food nutrients-minerals (iodine and iron)

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

• Define nutrients
• Identify nutrients found in different food groups
• Identify foods rich in iodine and iron
• Discuss importance of iron and iodine in our bodies
• Appreciate importance of iron and iodine in our bodies

What is a mineral?

In groups, learners are guided to Identify foods rich in iodine and iron

In groups, learners are guided to Discuss importance of iron and iodine in our bodies

KLB Visionary Home Science Learner’s Book Grade 6 pg. 33-34

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

7

1

Importance of different minerals in the body

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

• Explain importance of different minerals in our bodies
• Prepare foods rich in iron
• Have fun classifying food according to their mineral content
• Prepare a meal plan contain foods with different minerals

What mineral can one get from meat?

In pairs, learners are guided to explain importance of different minerals in our bodies 

In groups, learners are guided to Prepare foods rich in iron

KLB Visionary Home Science Learner’s Book Grade 6 pg. 34-35

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

2

Keeping a daily log of foods rich in minerals

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

• Discuss importance eating foods rich in essential minerals
• Prepare a daily log of foods rich in minerals
• Appreciate eating foods rich in essential minerals
• Answer question on the sub topic

What are the essential minerals required by our bodies?

Learners are guided to Discuss importance eating foods rich in essential minerals 

In groups, learners are guided to Prepare a daily log of foods rich in minerals

KLB Visionary Home Science Learner’s Book Grade 6 pg. 36-37

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

3

Preservation and storage of meat

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

• identify sources of meat that we eat.
• Search in the internet to find different sources of meat
• Draw simple sources of meat
• Appreciate sources of meat by taking care of these animals to ensure safe meat and health of the animals

Where do we get meat from?

In groups, learners are guided to identify sources of meat that we eat. 

In groups, learners are guided to demonstrate how to take care of common sources of meat at home

KLB Visionary Home Science Learner’s Book Grade 6 pg. 38-39

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

8

1

Importance of preserving and storing meat

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

• Explain reasons for preserving meat
• List reasons for preserving meat
• Name facilities used to preserve and store meat
• Demonstrate how to preserve meat by smoking

How do you preserve meat at home?

In pairs, learners are guided to Explain reasons for preserving meat 

In groups, learners are guided to Demonstrate how to preserve meat by smoking

KLB Visionary Home Science Learner’s Book Grade 6 pg. 39-41

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

2

Safety storage of meat

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

• Discuss safety measures to observe when storing meat
• List factors to consider when choosing a method of preserving meat
• Appreciate proper preservation of meat
• Watch a video showing different ways of preserving meat

What factors do you consider when choosing a method of preserving meat?

Learners are guided to list factors to consider when choosing a method of preserving meat 

In groups, learners are guided to watch a video showing different ways of preserving meat.

KLB Visionary Home Science Learner’s Book Grade 6 pg. 41

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

3

Ways of preserving meat at home-sun drying

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

• Demonstrate how to preserve meat at home by drying
• Discus  advantages and disadvantages of preserving meat by sun drying
• Appreciate preserving meat by sun drying

What are disadvantages of preserving meat by sun drying?

In groups, learners are guided to Discus  advantages and disadvantages of preserving meat by sun drying 

In groups, learners are guided to Demonstrate how to preserve meat at home by drying

KLB Visionary Home Science Learner’s Book Grade 6 pg. 42

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

9

1

Ways of preserving meat at home-refrigeration

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

• Demonstrate how to preserve meat at home by refrigeration
• Discus  advantages and disadvantages of preserving and storing meat by refrigeration
• Appreciate preserving meat by refrigeration

What are advantages of preserving meat by refrigeration?

In pairs, learners are guided to Discus  advantages and disadvantages of preserving and storing meat by refrigeration 

In groups, learners are guided to Demonstrate how to preserve meat at home by refrigeration

KLB Visionary Home Science Learner’s Book Grade 6 pg. 43

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

2

Ways of preserving meat at home-smoking

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

• Demonstrate how to preserve meat at home by smoking
• Discus  advantages and disadvantages of preserving meat by smoking
• Have fun by  preserving meat by smoking

What are advantages of preserving meat by smoking?

Learners are guided to Discus  advantages and disadvantages of preserving meat by smoking

In groups, learners are guided to Demonstrate how to preserve meat at home by smoking

KLB Visionary Home Science Learner’s Book Grade 6 pg. 44

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

3

Ways of preserving meat at home-salting

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

• Demonstrate how to preserve meat at home by salting
• Discus  advantages and disadvantages of preserving meat by salting
• Appreciate preserving meat by salting

Have you ever preserved meat by salting?

In groups, learners are guided to Discus  advantages and disadvantages of preserving meat by salting 

In groups, learners are guided to Demonstrate how to preserve meat at home by salting

KLB Visionary Home Science Learner’s Book Grade 6 pg.44-45

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

10

1

Hygiene measure while preserving meat

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

• Identify hygiene measures to observe when storing meat
• Demonstrate/Showcase safety hygiene measures when storing meat
• Appreciate safety measures when storing meat

What are the safety measure to consider when storing meat?

In pairs, learners are guided to Identify hygiene measures to observe when storing meat  

In groups, learners are guided to Showcase safety hygiene measures when storing meat

KLB Visionary Home Science Learner’s Book Grade 6 pg. 45-46

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

2

How to store preserved meat at home

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

• Name storage equipment’s used to store food at home
• Watch a video showing how to store food
• Demonstrate how to store food in a freezer
• Have fun storing preserved meat
• Discuss importance of preserving meat

What is the use of a freezer?

Learners are guided to Name storage equipment’s used to store food at home

In groups, learners are guided to Demonstrate how to store food in a freezer

KLB Visionary Home Science Learner’s Book Grade 6 pg. 46-47

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

3

Revision

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

• Answer questions at the end of the sub-strand

In groups, learners are guided to answer all questions correctly

KLB Visionary Home Science Learner’s Book Grade 6 pg.48

• Digital resources
• Charts
• Realia
• Play items
• Computing devices

Oral questions

Oral Report

Observation

SCHOOL

GRADE

LEARNING AREA

TERM

YEAR

GRADE 6

ART AND CRAFT

1

2023

Week

Lesson

Strand /Theme

Sub-strand

Specific-Learning outcomes

Key Inquiry Question(S)

Learning/ Teaching Experience

Learning Resources         

Assessment Methods

Reflection

1

1

Picture Making

Drawing; Stippling Technique

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

1. Explain the meaning of stippling technique.
2. Watch a video on how to shade using stippling technique.
3. Appreciate stippling technique in drawing.

What pictures have you identified from the digital device? 

How is shading achieved in the pictures?

Learners are guided to define the meaning of stippling technique. 

In groups, learners are guided to watch a video on how to shade using stippling technique.

• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 1-2

Oral questions

Oral Report

Observation

2

Picture Making

Creating dark and light effect using stippling technique

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

1. Outline the steps to follow when creating dark and light effect using stippling technique.
2. Practice creating dark and light effects in drawings using stippling technique.
3. Have fun and enjoy creating dark and light effects in drawing using stippling technique.

Why do some parts in the drawing appear light and others dark? 

How are the dark and light parts created in the picture?

Learners are guided to list the materials and tools needed to create dark and light effect using stippling technique. 

Learners are guided to outline the steps to follow when creating dark and light effect using stippling technique. 

Learners are guided to practice gradual change from dark to light using stippling technique.

• Papers
• Pencils
• Sharpeners
• Erasers
• Ruler
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 3-4

Oral questions

Oral Report

Observation

3

Picture Making

Drawing an imaginative composition;

Balance forms

Proportion of forms

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

1. Define the meaning of balance of forms and proportion of forms.
2. Drawing a calabash and a guard, ensuring correct balance forms and proportion of the forms.
3. Appreciate the importance of balance of forms and proportion of forms in drawing.

How has balance of forms been achieved in the composition? 

Why is proportion of forms important when drawing a composition?

Learners are guided to define the meaning of balance of forms and proportion of forms. 

Learners are guided to drawing a calabash and a guard, ensuring correct balance forms and proportion of the forms.

• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 4-6

Oral questions

Oral Report

Observation

2

1

Picture Making

Textural effects

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

1. Define the meaning of textural effect.
2. Practice creating varying textural effects on the drawings using stippling technique.
3. Appreciate the importance of textural effect in drawing.

What type of texture can you identify in the composition? 

How were the textural effects created?

Learners are guided to define the meaning of textural effect. 

Learners are guided to practice creating varying textural effects on the drawings using stippling technique.

• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 6-7

Oral questions

Oral Report

Observation

2

Picture Making

How to draw overlapped forms and shade using stippling technique.

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

1. Outline the steps to follow when drawing overlapped forms and shade using stippling technique.
2. Draw overlapped forms and shade using stippling technique.
3. Have fun and enjoy drawing overlapped forms and shading using stippling technique.

What is the meaning of overlapping of forms?

Learners are guided to outline the steps to follow when drawing overlapped forms and shade using stippling technique. 

Learners are guided to draw overlapped forms and shade using stippling technique.

• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 7-10

Oral questions

Oral Report

Observation

3

Picture Making

Imaginative Composition

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

1. Explain the meaning of imaginative composition.
2. Observe virtual samples of imaginative composition of fruits.
3. Appreciate imaginative composition drawing.

How is shading achieved in the drawing?

Learners are guided to define the meaning of imaginative composition. 

In groups, learners are guided to observe virtual samples of imaginative composition of fruits.

• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 11

Oral questions

Oral Report

Observation

3

1

Picture Making

Drawing an imaginative composition; Textural effect

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

1. Identify textural composition in a drawing composition.
2. Create textural effects and achieve balance of forms on a drawing of a twig, leaves and fruits using stippling technique.
3. Appreciate the importance of textural effects on a drawing.

How to achieve balance of forms in an imaginative composition?

Learners are guided to identify textural composition in a drawing composition. 

Learners are guided to create textural effects and achieve balance of forms on a drawing of a twig, leaves and fruits using stippling technique,

• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 12-13

Oral questions

Oral Report

Observation

2

Picture Making

Proportion of forms

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

1. Identify proportion of forms in a drawing composition.
2. Draw a composition of a twig with two leaves and a fruit from imagination and shade the composition using the stippling technique.
3. Appreciate the importance of proportion of forms in a drawing composition.

How is the proportion of forms been achieved in the composition?

Learners are guided to identify proportion of forms in a drawing composition. 

Learners are guided to draw a composition of a twig with two leaves and a fruit from imagination and shade the composition using the stippling technique.

• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 13-15

Oral questions

Oral Report

Observation

3

Picture Making

Painting; Imaginative Composition

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

1. Define the meaning of painting.
2. Analyse examples of imaginative composition paintings from a digital device.
3. Appreciate imaginative composition painting.

What is the story in the painting? 

What do you think the artist who painted the composition wanted to express?

Learners are guided to define the meaning of painting. 

In pairs, learners are guided to analyse examples of imaginative composition paintings from a digital device.

• Painting materials
• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 16-18

Oral questions

Oral Report

Observation

4

1

Picture Making

Materials and tools used in painting

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

1. Identify the materials and tools used in paintings.
2. Use locally available materials to make his/her own painting brushes.
3. Appreciate the materials and tools used in paintings.

How do you make painting brushes?

Learners are guided to identify the materials and tools used in paintings. 

Learners are guided to use locally available materials to make his/her own painting brushes. 

Learners are guided to outline the process to make an improvised painting brush.

• Painting materials
• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 18-19

Oral questions

Oral Report

Observation

2

Picture Making

Palettes for mixing paint

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

1. Identify palettes for mixing paint.
2. Prepare the materials by trimming, shaping, cutting or applying white paint in readiness for painting.
3. Appreciate the materials used for making palettes.

How do you make palettes for mixing paints?

Learners are guided to identify palettes for mixing paint. 

Learners are guided to prepare the materials by trimming, shaping, cutting or applying white paint in readiness for painting.

• Painting materials
• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 19-20

Oral questions

Oral Report

Observation

3

Picture Making

Painting on imaginative composition; Centre of interest in a painting

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

1. Explain the meaning of centre of interest in a painting.
2. Create a centre of interest in a painting using various methods.
3. Appreciate the importance of centre of interest in paintings.

What is the meaning of centre of interest in a painting?

Learners are guided to define the meaning of centre of interest in a painting. 

In groups or in pairs, learners are guided to observe actual or virtual samples of paintings that have centre of interest. 

Learners are guided to create a centre of interest in a painting using various methods.

• Painting materials
• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 20

Oral questions

Oral Report

Observation

5

1

Picture Making

How to create Tonal Value in Painting

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

1. Identify the areas with light and dark tone in the composition.
2. Create tonal value on forms in a painting.
3. Appreciate the importance of tonal value in paintings.

Why are some parts of the forms dark and others light? 

How can you create tonal value on forms in a painting?

Learners are guided to identify the areas with light and dark tone in the composition. 

Learners are guided to create tonal value on forms in a painting.

• Painting materials
• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 21

Oral questions

Oral Report

Observation

2

Picture Making

Proportion in Painting

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

1. Explain the meaning of proportion in painting.
2. Paint an imaginative composition based on a sports activity.
3. Have fun and enjoy painting an imaginative composition.

How can you ensure proportionality of forms when painting a composition?

Learners are guided to define the meaning of proportion in painting. 

Learners are guided to paint an imaginative composition based on a sports activity.

• Painting materials
• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 21-24

Oral questions

Oral Report

Observation

3

Picture Making

Montage; Pictorial composition

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

1. Explain the meaning of montage.
2. Discuss the characteristics of montage composition.
3. Appreciate the importance of montage composition.

What is the meaning of montage composition? 

What are the characteristics of montage composition?

Learners are guided to define the meaning of montage. 

In groups, learners are guided to discuss the characteristics of montage composition.

• Painting materials
• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 25-26

Oral questions

Oral Report

Observation

6

1

Picture Making

Interpretation of subject matter

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

1. Identify the materials used to make montage composition.
2. Interpret subject matter of montage composition.
3. Appreciate interpretation of subject matter in montage composition.

How to interpret subject matter of a montage composition?

Learners are guided to identify the materials used to make montage composition. 

In groups, learners are guided to interpret subject matter of montage composition. 

In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making.

• Painting materials
• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 26-27

Oral questions

Oral Report

Observation

2

Picture Making

Mounting surfaces

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

1. Identify mounting surfaces.
2. Collet and prepare mounting surfaces for making montage compositions.
3. Appreciate the use of mounting surfaces.

What are mounting surfaces? 

How to prepare mounting surfaces for making montage compositions?

Learners are guided to identify mounting surfaces. 

In groups, learners are guided to collect and prepare mounting surfaces for making montage compositions.

• Painting materials
• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 27-29

Oral questions

Oral Report

Observation

3

Picture Making

How to create a montage pictorial composition on wild animals

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

1. Outline the procedure to follow when creating a montage composition based on wild animals.
2. Create a montage composition based on wild animals.
3. Have fun and enjoy making an interesting and appealing montage composition.

How do you create a montage pictorial composition on wild animals?

Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals. 

Learners are guided to create a montage composition based on wild animals.

• Painting materials
• Papers
• Pencils
• Sharpeners
• Erasers
• Rulers
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 29-33

Oral questions

Oral Report

Observation

7

1

Indigenous Kenyan Crafts

Basketry; Coil and stitch technique

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

1. Identify coil and stitch technique.
2. Classify the materials used in coil and stitch technique into natural and man-made.
3. Appreciate coil and stitch technique used in basketry.

What other man-made and natural materials can be used in basketry? 

What man-made and natural materials in your locality can be used for coil and stitch technique?

Learners are guided to identify coil and stitch technique. 

Learners are guided to classify the materials used in coil and stitch technique into natural and man-made. 

In groups, learners are guided to use digital devices to watch a video on samples of basketry items.

• Baskets
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 34-36

Oral questions

Oral Report

Observation

2

Indigenous Kenyan Crafts

Types of coils

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

1. Identify types of coil used in coil and stitch technique.
2. Arrange the items collected in terms of uniformity of coils in a decreasing order.
3. Appreciate the importance of maintaining the uniformity of coils.

What types of coils are used in coil and stitch technique? 

How to maintain uniformity of coils?

Learners are guided to identify types of coil used in coil and stitch technique. 

Learners are guided to state the importance of maintaining uniformity of coils. 

In pairs, learners are guided to arrange the items collected in terms of uniformity of coils in a decreasing order.

• Baskets
• Plaited coils
• Rolled coils
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 36-38

Oral questions

Oral Report

Observation

3

Indigenous Kenyan Crafts

Selecting and collecting materials for coil and stitch technique

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

1. Explain the meaning of good craftsmanship.
2. Select and collect materials for coil and stitch technique.
3. Appreciate the importance of selecting materials that have characteristics that suit its purpose.

What do you consider when selecting materials for coil and stitch technique?

Learners are guided to define the meaning of good craftsmanship. 

Learners are guided to identify the characteristics for selecting materials for making a floor mat. 

In groups, learners are guided to select and collect materials for coil and stitch technique.

• Baskets
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 38-39

Oral questions

Oral Report

Observation

8

1

Indigenous Kenyan Crafts

Preparation of materials used in coil and stitch technique basketry; Natural materials

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

1. Identify natural materials used in coil and stitch technique.
2. Prepare natural materials used in coil and stitch technique.
3. Appreciate the method of preparing natural materials used in coil and stitch technique.

How to prepare natural materials used in coil and stitch technique?

Learners are guided to identify natural materials used in coil and stitch technique. 

Learners are guided to identify the method of preparation of natural materials used in coil and stitch technique. 

In groups, learners are guided to prepare natural materials used in coil and stitch technique.

• Baskets
• Natural materials
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 39-40

Oral questions

Oral Report

Observation

2

Indigenous Kenyan Crafts

Preparation of materials used in coil and stitch technique basketry; Man-made materials

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

1. Identify man-made materials used in coil and stitch technique.
2. Prepare man-made materials used in coil and stitch technique.
3. Appreciate the method of preparing man-made materials used in coil and stitch technique.

How to prepare man-made materials used in coil and stitch technique?

Learners are guided to identify man-made materials used in coil and stitch technique.

Learners are guided to identify the method of preparation of man-made materials used in coil and stitch technique.

In groups, learners are guided to prepare the materials selected depending on their type and the design of the floor may he/she is making by dyeing, tearing then plating or rolling.

• Baskets
• Man-made materials
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 40-44

Oral questions

Oral Report

Observation

3

Indigenous Kenyan Crafts

Leatherwork; Beaded leather wristband

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

1. Differentiate between modern and traditional beaded items.
2. Observe actual or virtual samples of beaded leather wristbands.
3. Appreciate beaded leather wristband.

What is the difference between modern and traditional beaded leather wrist band? 

What are the materials and tools used in creating wristbands?

Learners are guided to define a wristband. 

In pairs, learners are guided to differentiate between modern and traditional beaded items. 

In pairs, learners are guided to observe actual or virtual samples of beaded leather wristbands.

• Beaded wristbands
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 45-47

Oral questions

Oral Report

Observation

9

1

Indigenous Kenyan Crafts

Sourcing of leather;

Preparing leather for use in making a wristband;

Making a beaded leather wristband

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

1. Outline the steps to follow when preparing leather for use in making a wristband.
2. Make a beaded leather wristband.
3. Have fun and enjoy making a beaded leather wristband.

How do you prepare leather for use in making a wristband?

How to make a beaded leather wristband?

Learners are guided to outline the steps to follow when preparing leather for use in making a wristband. 

Learners are guided to list the materials and tools used to make a beaded leather wristband. 

Learners are guided to outline the procedure to follow when making a leather wristband. 

In groups, learners are guided to make a beaded leather wristband.

• Leather
• Beaded wristbands
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 47-50

Oral questions

Oral Report

Observation

2

Indigenous Kenyan Crafts

Creating the patterns on a wristband

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

1. Identify different patterns on wristbands.
2. Create the patterns on wristbands.
3. Have fun and enjoy creating patterns on leather wristbands

How do you design patterns on a wristband?

Learners are guided to identify different patterns on wristbands. 

In groups, learners are guided to observe actual or virtual samples of different patterns on wristbands. 

In groups, learners are guided to create the patterns on wristbands.

• Leather
• Beaded wristbands
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 50-53

Oral questions

Oral Report

Observation

3

Indigenous Kenyan Crafts

Procedure of using lazy stitched strung beads to decorate a wristband

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

1. Outline the procedure of using lazy stitched strung beads to decorate a wristband.
2. Decorate leather wristbands using lazy stitched strung beads.
3. Have fun and enjoy decorating leather wristbands.

How do you decorate a leather wristband?

Learners are guided to outline the procedure of using lazy stitched strung beads to decorate a wristband. 

In groups, learners are guided to decorate leather wristbands using lazy stitched strung beads.

• Leather
• Beaded wristbands
• Pictures
• Photographs
• Digital devices
• Computing devices

KLB Art and Craft Learner’s Book Grade 6 pg. 53-55

Oral questions

Oral Report

Observation

10

ASSESSEMENT