Displaying items by tag: PHE

Tuesday, 22 November 2022 11:25

Grade 5 Physical Health Education Activities - Grade 5 Schemes of Work Term 3 2023

PHYSICAL HEALTH EDUCATION ACTIVITIES.
GRADE FIVE SCHEMES OF WORK TERM3 2023

Wk	Lsn	Strand/Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Reflection
1	1	SWIMM ING	Side stroke	By the end of the sub-strand, the learner should be able to: practice the body and head position for streamlining in water practice the leg and arm movements in water for efficiency and speed play water games for enjoyment appreciate the side stroke for leisure and water recue	Which stroke is used for rescuing a drowning person?	The learner is guided individually or in groups to: Interact with technology and watch a video clip on side stroke and observe the Body and head position in water Interact with technology to observe the leg and arm movement in water Practice leg and arm movements in water and get feedback from the teacher Tow a floater one length of the the pull	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Side stroke	By the end of the sub-strand, the learner should be able to: practice the body and head position for streamlining in water practice the leg and arm movements in water for efficiency and speed play water games for enjoyment appreciate the side stroke for leisure and water recue	Which stroke is used for rescuing a drowning person?	The learner is guided individually or in groups to: Interact with technology and watch a video clip on side stroke and observe the Body and head position in water Interact with technology to observe the leg and arm movement in water Practice the leg and arm movements in water and get feedback from the teacher Tow a floater one length of the pull to	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Side stroke	By the end of the sub-strand, the learner should be able to: practice the body and head position for streamlining in water practice the leg and arm movements in water for efficiency and speed play water games for enjoyment appreciate the side stroke for leisure and water recue	Which stroke is used for rescuing a drowning person?	The learner is guided individually or in groups to: Interact with technology to observe the leg and arm movement in water Praactice leg and arm movements in water and get feedback from the teacher Tow a floater one length of the pull to	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Side stroke	By the end of the sub-strand, the learner should be able to: practice breathing for relaxed movement tow a floater while using the side stroke for rescue play water games for enjoyment appreciate the side stroke for leisure and water recue	Which stroke is used for rescuing a drowning person?	The learner is guided individually or in groups to: Practice the body and head position in water and get feedback from the teacher Practice leg and arm movements in water and get feedback from the teacher Tow a floater one length of the pull to	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5	Frisbee	Two handed rim catch	By the end of the sub strand, the learner should be able to: Practice the Two-handed rim catch in Frisbee for skill acquisition observe safety when using the Two handed rim catch in Frisbee for safety to be safe play games for fun and enjoyment appreciate the two-handed rim catch in Frisbee as a skill	How else can you catch the disc in Frisbee?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe the two-handed rim catch demonstrate the two-handed rim catch and get feedback from the teacher In pairs of the two- handed rim catch and give each other feedback Use drills to practice the two- handed rim catch in Frisbee Play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
2	1		Two handed rim catch	By the end of the sub strand, the learner should be able to: Practice the Two-handed rim catch in Frisbee for skill acquisition observe safety when using the Two handed rim catch in Frisbee for safety to be safe play games for fun and enjoyment appreciate the two-handed rim catch in Frisbee as a skill	How else can you catch the disc in Frisbee?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe the two-handed rim catch demonstrate the two-handed rim catch and get feedback from the teacher Demonstrate the two- handed rim catch and give each other feedback Use drills to practice the two- handed rim catch in Frisbee Play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Cutting	By the end of the sub strand, the learner should be able to: practice cutting in Frisbee for skill acquisition use drills to practice cutting in Frisbee play games for fun and enjoyment appreciate cutting as an essential skill in Frisbee	which other skills resemble cutting in Frisbee	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe cutting practice cutting and get feedback from the teacher use drills tp practice cutting practice frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Cutting	By the end of the sub strand, the learner should be able to: practice cutting in Frisbee for skill acquisition use drills to practice cutting in Frisbee play games for fun and enjoyment appreciate cutting as an essential skill in Frisbee	which other skills resemble cutting in Frisbee	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe cutting practice cutting and get feedback from the teacher use drills to practice cutting play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Marking	By the end of the sub strand, the learner should be able to: practice marking in Frisbee for skill acquisition observe safety when marking in Frisbee to avoids injuries play games for fun and enjoyment appreciate marking in Frisbee	Where else is the skill marking used?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe marking Practice marking and get feedback from the teacher Use drills to practice marking and give each other feedback Play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Marking	By the end of the sub strand, the learner should be able to: practice marking in Frisbee for skill acquisition observe safety when marking in Frisbee to avoids injuries play games for fun and enjoyment appreciate marking in Frisbee	Where else is the skill marking used?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe marking Practice marking and get feedback from the teacher Use drills to practice marking and give each other feedback play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
3	1		Pivoting	By the end of the sub strand, the learner should be able to: practice pivoting in Frisbee for skill acquisition use drills to practice pivoting in Frisbee observe safety when pivoting in Frisbee to avoids injuries play games for fun and enjoyment appreciate the marking as a skill in Frisbee	Which other game uses the pivot skill?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe pivoting practice pivoting and get feedback from the teacher use drills to practice pivoting and give each other feedback play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Pivoting	By the end of the sub strand, the learner should be able to: practice pivoting in Frisbee for skill acquisition use drills to practice pivoting in Frisbee observe safety when pivoting in Frisbee to avoids injuries play games for fun and enjoyment appreciate the marking as a skill in Frisbee	Which other game uses the pivot skill?	The learner is guided individually or in groups to: Use technology to watch a game of Frisbee and observe pivoting Practice pivoting and get feedback from the teacher Use drills to practice pivoting and give each other feedback play Frisbee games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Spirit of the game	By the end of the sub strand, the learner should be able to: discuss the term ‘spirit of the game’ in Frisbee play a Frisbee game and use the spirit of the game to officiating discuss how to measure the ‘spirit of the game’ in Frisbee apply the acronym B.E.C.A.L.M in a Frisbee game situation	what is the importance of the ‘Spirit of the game’?	The learner is guided individually or in groups to: interact with technology to find out the meaning of the term ‘spirit of the game’ in Frisbee play a Frisbee game and use the spirit of game for officiating illustrate how to measure ‘spirit of the game’ in Frisbee discuss the importance B.E.C.A.L.M in a Frisbee game situation	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Spirit of the game	By the end of the sub strand, the learner should be able to: discuss the term ‘spirit of the game’ in Frisbee play a Frisbee game and use the spirit of the game to officiating discuss how to measure the ‘spirit of the game’ in Frisbee apply the acronym B.E.C.A.L.M in a Frisbee game situation	what is the importance of the ‘Spirit of the game’?	The learner is guided individually or in groups to: interact with technology to find out the meaning of the term ‘spirit of the game’ in Frisbee play Frisbee game and use the spirit of game for officiating illustrate how to measure ‘spirit of the game’ in Frisbee discuss the importance of B.E.C.A.L.M in a Frisbee game situation	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5	GYMNA STICS	hand balance into splits and hand walk	By the end of the sub strand the learner should be able to: Practice the hand balance into splits and hand walk for skill acquisition observe safety when performing the hand balance into splits and hand walk in gymnastics appreciate the Hand balance into splits and hand walk for aesthetic value	Which fitness components can be developed by participating in gymnastics	The learner is guided individually or in groups to: interact with technology to watch video clips on different splits demonstrate hand balance into splits and hand walk and get feedback from the teacher practice the Hand balance into splits and hand walk and give each other feedback display the class the hand balance into splits and hand walk and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
4	1		hand balance into splits and hand walk	By the end of the sub strand the learner should be able to: Practice the hand balance into splits and hand walk for skill acquisition observe safety when performing the hand balance into splits and hand walk in gymnastics appreciate the Hand balance into splits and hand walk for aesthetic value	Which fitness components can be developed by participating in gymnastics	The learner is guided individually or in groups to: Interact with technology to watch video clips on different splits demonstrate hand balance into splits and hand walk and get feedback from the teacher practice the Hand balance into splits and hand walk and give each other feedback display the class the hand balance into splits and hand walk and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		hand balance into splits and hand walk	By the end of the sub strand the learner should be able to: Practice the hand balance into splits and hand walk for skill acquisition observe safety when performing the hand balance into splits and hand walk in gymnastics appreciate the Hand balance into splits and hand walk for aesthetic value	Which fitness components can be developed by participating in gymnastics	The learner is guided individually or in groups to: interact with technology to watch video clips on different splits demonstrate hand balance into splits and hand walk and get feedback from the teacher practice the Hand balance into splits and hand walk and give each other feedback display the class the hand balance into splits and hand walk and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Shoulder Roll	By the end of the sub strand the learner should be able to: practice shoulder roll for skill acquisition observe safety when performing the shoulder roll to avoid injuries appreciate the shoulder roll for self-defence	When would the shoulder roll skill become useful in everyday life	The learner is guided individually or in groups to: Interact with technology to watch a video on shoulder roll Demonstrate the shoulder roll and get feedback from the teacher practice the shoulder roll and give each other feedback Observe safety when performing the shoulder roll to avoid injuries Appreciate the shuolder role for self-defence	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Shoulder Roll	By the end of the sub strand the learner should be able to: practice shoulder roll for skill acquisition observe safety when performing the shoulder roll to avoid injuries appreciate the shoulder roll for self-defence	When would the shoulder roll skill become useful in everyday life	The learner is guided individually or in groups to: interact with technology to watch a video on shoulder roll Demonstrate the shoulder roll and get feedback from the teacher practice the shoulder roll and give each other feedback Observe safety when performing the shoulder roll to avoid injuries Appreciate the shoulder roll for self-defence	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Through Vault into forward roll	By the end of the sub strand the learner should be able to: Practice the through vault into forward roll for skill acquisition observe safety when performing the through vault into forward roll in gymnastics appreciate the through vault into forward roll as essential skills in daily life	Which situations in everyday life would call for the application of Through Vault into forward roll?	The learner is guided individually and in groups to: Interact with the technology to observe the through vault into forward roll demonstrate the through vault into forward roll and get feedback from the teacher display the through vault into forward roll to the class and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
5	1		Through Vault into forward roll	By the end of the sub strand the learner should be able to: Practice the through vault into forward roll for skill acquisition observe safety when performing the through vault into forward roll in gymnastics appreciate the through vault into forward roll as essential skills in daily life	Which situations in everyday life would call for the application of Through Vault into forward roll?	The learner is guided individually and in groups to: Interact with the technology to observe the through vault into forward roll demonstrate the through vault into forward roll and get feedback from the teacher display the through vault into forward roll to the class and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Side Vault	By the end of the sub strand the learner should be able to: practice the Side Vault for gymnastic display observe rules when performing the Side Vault for own and others safety appreciate Side Vault for use in everyday life	Which situations in everyday life would call for the application of side vault?	The learner is guided individually or in groups to: interact with technology to watch a video clip on side vault demonstrate the Side Vault and get feedback from the teacher practice the side vault and give each other feedback observe safety when performing the side vault	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Cartwheel	By the end of the sub strand the learner should be able to: practice the Cartwheel for skill acquisition observe safety when performing the Cartwheel to avoid injuries appreciate the Cartwheel for self-defence	Which situations in everyday life would call for the application of Cartwheel?	The learner is guided individually or in groups to: interact with technology to watch a video clip on Cartwheel Demonstrate the Cartwheel and get feedback from the teacher practice the Cartwheel and give each other feedback display the cartwheel and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Cartwheel	By the end of the sub strand the learner should be able to: practice the Cartwheel for skill acquisition observe safety when performing the Cartwheel to avoid injuries appreciate the Cartwheel for self-defence	Which situations in everyday life would call for the application of Cartwheel?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on Cartwheel Demonstrate the Cartwheel and get feedback from the teacher Practice the Cartwheel and give each other feedback display the cart wheel and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Round -off	By the end of the sub strand the learner should be able to: Practice the Round -off for skill masterly observe safety when performing the Round -off to avoid injuries appreciate the Round -off for self-defence	Which gymnastic skill is almost similar to round –off?	The learner is guided individually or in groups to: interact with technology to watch a video clip on Round - off practice the -off and get feedback from the teacher display the -off and give each other feedback practice the -off and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
6	1		Round -off	By the end of the sub strand the learner should be able to: Practice the Round -off for skill masterly observe safety when performing the Round -off to avoid injuries appreciate the Round -off for self-defence	Which gymnastic skill is almost similar to round –off?	The learner is guided individually or in groups to: interact with technology to watch a video clip on Round - off demonstrate the -off and get feedback from the teacher practice the -off and give each other feedback display the -off and observe safety when	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Five action sequence	By the end of the sub strand the learner should be able to: practice the Five action sequence for skill acquisition observe safety when performing the Five action sequence to avoid injuries appreciate the Five action sequence for gymnastic display	Why are skills in gymnastics important in everyday life?	The learner is guided individually and in groups to: interact with technology to watch a video clip on sequences in gymnastics demonstrate the five action sequence and get feedback from the teacher practice the Five action sequence and give each other feedback display the Five action sequence and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Five action sequence	By the end of the sub strand the learner should be able to: practice the Five action sequence for skill acquisition observe safety when performing the Five action sequence to avoid injuries appreciate the Five action sequence for gymnastic display	Why are skills in gymnastics important in everyday life?	The learner is guided individually and in groups to: Interact with technology to watch a video clip on sequences in gymnastics Demonstrate the five action sequence and get feedback from the teacher practice the Five action sequence and give each other feedback display the Five action sequence and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4	HEALT H AND FITNES S	Skill related fitness: Balance	By the end of the sub strand, the learner should be able to: explain the term balance to enhance learning identify exercises that can develop balance for healthy living appreciate balance as necessary for functional life	Which activities can you perform to develop balance?	The learner is guided individually or in groups to: Use digital devices and other sources interact with technology to explain the term balance Discuss exercises that can be performed to develop balance for body awareness play games that enhance development of balance and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Skill related fitness: Balance	By the end of the sub strand, the learner should be able to: identify exercises that can develop balance for healthy living practice physical activities for developing coordination in daily life appreciate balance as necessary for functional life	Which activities can you perform to develop balance?	The learner is guided individually or in groups to: Use dital devices and other sources interact with technology to explain the term balance discuss the exercises that can be performed to develop balance for body awareness Play games that enhance the development of balance and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
7	1		Agility	By the end of the sub strand, the learner should be able to: define the term agility to enhance learning identify activities that can be performed to develop agility in daily life practice activities appreciate agility in daily life	Which exercises can develop agility?	The learner is guided individually or in groups to: interact with technology to explain the term agility discuss exercises that can develop agility play games that enhance the development of agility and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Agility	By the end of the sub strand, the learner should be able to: define the term agility to enhance learning identify activities that can be performed to develop agility in daily life practice activities appreciate agility in daily life	Which exercises can develop agility?	The learner is guided individually or in groups to: interact with technology to explain the term agility discuss exercises that can develop agility play games that enhance the development of agility and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Reaction Time	By the end of the sub strand, the learner should be able to: define the term Reaction Time to enhance learning identify activities that can develop Reaction Time in daily life practice activities that enhance develop of Reaction Time in daily life appreciate Reaction Time in daily life	Why is reaction time important in everyday life?	The learner is guided individually or in groups to: interact with technology to explain the term Reaction Time use digital devices to identify activities that develop Reaction discuss activities develop Reaction Time in daily life play games that enhance development of Reaction Time and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Reaction Time	By the end of the sub strand, the learner should be able to: define the term Reaction Time to enhance learning identify activities that can develop Reaction Time in daily life practice activities that enhance develop of Reaction Time in daily life appreciate Reaction Time in daily life	Why is reaction time important in everyday life?	The learner is guided individually or in groups to: Interact with technology to explain the term Reaction Time Use digital devices to identify activities that develop Reaction Discuss activities develop Reaction Time in daily life play game that enhance the development of Reaction Time and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Sit and Reach Test	By the end of the sub strand, the learner should be able to: define the term Sit and Reach Test to enhance learning explain the importance of Sit and Reach Test in sports appreciate the Sit and Reach Test for flexibility	why is it important to take Sit and Reach Test	The learner is guided individually or in groups to: Use digital devices to explain the term Sit and Reach Test Discuss the importance of Sit and Reach Test use the Sit and Reach Test to measure flexibility	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
8	1		Sit and Reach Test	By the end of the sub strand, the learner should be able to: explain the importance of Sit and Reach Test in sports practice measuring flexibility using Sit and Reach Test appreciate the Sit and Reach Test for flexibility	why is it important to take Sit and Reach Test	The learner is guided individually or in groups to: Use digital devices to explain the term Sit and Reach Test Discuss the importance of Sit and Reach Test use the Sit and Reach Test to measure flexibility	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2	FIRST AID IN SPORTS	Sports Injuries: Closed wound	By the end of the sub strand, the learner should be able to: explain the term closed wound in First Aid list the safety precautions to be applied when dressing a closed wound demonstrate how to manage a closed wound to avoid infection join the first aid school team during sports day	Why is it important to manage a closed wound?	The learner is guided individually or in groups to: interact with technology to explain the term closed wound Interact th technology to watch a video clip on how to dress a closed wound Discuss in groups ways of ensuring safety while dressing a closed wound Demonstrate how to dress a closed wound and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Sports Injuries: Closed wound	By the end of the sub strand, the learner should be able to: explain the term closed wound in First Aid list the safety precautions to be applied when dressing a closed wound demonstrate how to manage a closed wound to avoid infection join the first aid school team during sports day	Why is it important to manage a closed wound?	The learner is guided individually or in groups to: interact with technology to explain the term closed wound interact with technology to watch a video clip on how to dress a closed wound discuss in groups ways of ensuring safety while dressing a closed wound demonstrate how to dress a closed wound and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Sprain	By the end of the sub strand, the learner should be able to: identify the parts of the body where a sprain may occur identify the signs and symptoms of a sprain demonstrate the management of a sprain	Where does a sprain occur in body? How can a sprain be effectively managed?	The learner is guided individually or in groups to: Use digital devices to identify the signs and symptoms of a sprain Discuss the parts of the body where a sprain may occur watch video clip on the management of a sprain demonstrate how to manage sprain and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Sprain	By the end of the sub strand, the learner should be able to: identify the parts of the body where a sprain may occur identify the signs and symptoms of a sprain demonstrate the management of a sprain	Where does a sprain occur in body? How can a sprain be effectively managed?	The learner is guided individually or in groups to: Use digital devices to identify the signs and symptoms of a sprain Discuss the parts of the body where a sprain may occur watch video clip on the management of a sprain demontrate how to manage sprain and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
9	1		Strain	By the end of the sub strand, the learner should be able to: identify the parts of the body where a strain may occur identify the signs and symptoms of a strain demonstrate the management of a strain	Where does a strain occur in body? How can a strain be effectively managed?	The learner is guided individually or in groups to: Use digital devices to identify the signs and symptoms of a strain Discuss the parts of the body where a strain may occur Watch video clip on the management of a strain Discuss how to manage a strain and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Strain	By the end of the sub strand, the learner should be able to: identify the parts of the body where a strain may occur identify the signs and symptoms of a strain demonstrate the management of a strain	Where does a strain occur in body? How can a strain be effectively managed?	The learner is guided individually or in groups to: Use digitaldevices to identify the signs and symptoms of a strain discuss the parts of the body where a strain may occur watch a video clip on the management of a strain demonstrate how to manage a strain and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Two person support method	By the end of the sub strand the learner should be able to: demonstrate how to carry an injured person using the Two person- support method listens keenly to what the injured person is saying before taking action assists to carry an injured teammate to safety	Why is it important to listen to an injured person before performing First Aid if they are able to talk?	The learner is guided individually or in groups to: Use digital devices to watch a video clip on how to carry an injured person using the Two person- support method In groups paractice carrying an injured person using the Two person- support method and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Two person support method	By the end of the sub strand the learner should be able to: demonstrate how to carry an injured person using the Two person- support method listens keenly to what the injured person is saying before taking action assists to carry an injured teammate to safety	Why is it important to listen to an injured person before performing First Aid if they are able to talk?	The learner is guided individually or in groups to: Interact with digital devices to watch a video clip on how to carry an injured person using the Two person- support method In groups practice carrying an injured person using the Two person- support method and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5	OUTDO OR AND RECREA TION ACTIVI TIES	Planning an Outdoor activity	By the end of the sub strand, the learner should be able to: plan an outdoor activity schedule for two days identify the most suitable places for an outdoor activity in the county appreciate the outdoor activities for leisure and recreation	What material will you require for an activity? How will you spend the time allocated during an outdoor activity? What safety measures should be observed before and during an outdoor activity?	The learner is guided individually or in the group to use digital devices and other sources of information to design an outdoor activity schedule for two days discuss the most suitable places for an outdoor activity in the county	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
10	1		Planning an Outdoor activity	By the end of the sub strand, the learner should be able to: explain the health and safety measures to be observed before and during an outdoor activity identify the relevant authorities to be informed prior to an outdoor activity appreciate the outdoor activities for leisure and recreation	What material will you require for an activity? How will you spend the time allocated during an outdoor activity? What safety measures should be observed before and during an outdoor activity?	The learner is guided individually or in the group to use digital devices and other sources of information to: discuss the health and safety measures to be observed before and during an outdoor activity disccuss the relevant authorities to be informed prior to an outdoor activity	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Planning an Outdoor activity	By the end of the sub strand, the learner should be able to: explain the health and safety measures to be observed before and during an outdoor activity identify the relevant authorities to be informed prior to an outdoor activity appreciate the outdoor activities for leisure and recreation	What material will you require for an activity? How will you spend the time allocated during an outdoor activity? What safety measures should be observed before and during an outdoor activity?	The learner is guided individually or in the group to use digital devices and other sources of information to: discuss the health and safety measures to be observed before and during an outdoor activity discuss the relecant authorities to be informed prior to an outdoor activity	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Tracking Signs for outdoor activity	By the end of the sub strand, the learner should be able to: define the term tracking signs explain the importance of tracking signs for an outdoor activity design tracking signs for use during an outdoor activity practice laying tracking signs for use during an outdoor an outdoor activity	Why is tracking important in an outdoor activity What are some of the physical features you need to look out for when mapping a route	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the materials that can be used to make tracking signs in the local environment Discuss the tracking signs and their uses in outdoor activities track a route in the school compound for signs masterly	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Tracking Signs for outdoor activity	By the end of the sub strand, the learner should be able to: define the term tracking signs explain the importance of tracking signs for an outdoor activity design tracking signs for use during an outdoor activity practice laying tracking signs for use during an outdoor an outdoor activity	Why is tracking important in an outdoor activity What are some of the physical features you need to look out for when mapping a route	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the materials that can be used to make tracking signs in the local environment Discuss the tracking signs and their uses in outdoor activities Track a route in the school compound for signs masterly	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Tracking Signs for outdoor activity	By the end of the sub strand, the learner should be able to: define the term tracking signs explain the importance of tracking signs for an outdoor activity design tracking signs for use during an outdoor activity practice laying tracking signs for use during an outdoor an outdoor activity	Why is tracking important in an outdoor activity What are some of the physical features you need to look out for when mapping a route	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss materials that can be used to make tracking signs in the local environment discuss the tracking signs and their uses in outdoor activities track a route in the school compound for signs masterly	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Roles and responsibility	By the end of the sub strand, the learner should be able to: identify the different roles of members during a group’s outdoor activity explain the qualities of a good group leader appreciate the roles undertaken by the different members in a group	Why should we divide roles for group members? What are the qualities of a good group leader?	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the different roles assigned to members during an outdoor activity Discuss the qualities of a good leader group leader	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Conflict resolution in an outdoor activity	By the end of the sub strand, the learner should be able to: identify the causes of conflicts during an outdoor activity explain the consequences of conflicts during an outdoor activity role play conflicts resolution for an outdoor activity	What are the causes of conflicts in a group? What methods can be used to resolve conflicts?	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the causes of conflicts during an outdoor activity the consequences of conflicts during an outdoor activity role play conflicts resolution for a group	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Conflict resolution in an outdoor activity	By the end of the sub strand, the learner should be able to: identify the causes of conflicts during an outdoor activity explain the consequences of conflicts during an outdoor activity role play conflicts resolution for an outdoor activity	What are the causes of conflicts in a group? What methods can be used to resolve conflicts?	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the causes of conflicts during an outdoor activity Discuss the consequences of conflicts during an outdoor activity role play conflicts resolution for a group	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Conflict resolution in an outdoor activity	By the end of the sub strand, the learner should be able to: explain the consequences of conflicts during an outdoor activity identify ways of resolving conflicts for unity role play conflicts resolution for an outdoor activity	What are the causes of conflicts in a group? What methods can be used to resolve conflicts?	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the consequences of conflicts during an outdoor activity Discuss ways of solving conflicts role play conflicts resolution for a group	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Conflict resolution in an outdoor activity	By the end of the sub strand, the learner should be able to: explain the consequences of conflicts during an outdoor activity identify ways of resolving conflicts for unity role play conflicts resolution for an outdoor activity	What are the causes of conflicts in a group? What methods can be used to resolve conflicts?	The learner is guided individually or in groups to use digital devices and other sources of information to: Discuss the consequences of conflicts during an outdoor activity Discuss ways of solving conflicts role play conflicts resolution for a group	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Food preservation	By the end of the sub strand, the learner should be able to: identify the food preservation methods in the community demonstrate one method that can be used to preserve food during a two day outdoor activity appreciate the traditional method of food preservation	What methods can be used to preserve food during an outdoor activity lasting two days?	The learner is guided individually or in groups to use digital devices and other sources of information to: find out the food preservation methods in the community discuss and demonstrate a food preservation method that can be used to preserve food during an outdoor activity	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
			Food preservation	By the end of the sub strand, the learner should be able to: identify the food preservation methods in the community demonstrate one method that can be used to preserve food during a two day outdoor activity appreciate the traditional method of food preservation	What methods can be used to preserve food during an outdoor activity lasting two days?	The learner is guided individually or in groups to use digital devices and other sources of information to: find out the food preservation methods in the community discuss and demonstrate a food preservation method that can be used to preserve food during an outdoor activity	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports

Published in Grade 5 Schemes of Work Term 3 2023

Tagged under

Grade 6 KLB Visionary Physical and Health Education - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY PHYSICAL AND HEALTH EDUCATION
SCHEMES OF WORK TERM 1 2023

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

Published in Grade 6 Schemes of Work Term 1 2023

Tagged under