Art and Craft

Wednesday, 15 February 2023 13:49

ART and Craft Schemes - Grade 3 Schemes of Work Term 3 2023

WEEK	LESSON	STRANDS	S-STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQURY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
	1
1	1	SCULPTURE	Shakers	By the end of the sub strand, the learner should be able to; Identify materials and tools from teacher’s collection to motivate them make their own.	What materials and tools are used for constructing and assembling shakers?	In groups, learners to observe samples of shakers from teacher’s collection. In groups, learners to identify materials and tools from teacher’s collection to motivate them make their own.	Regalia charts	Observation Oral questions
	2		Shakers	By the end of the sub strand,the learner should be able to; Make simple shakers using local materials for playing	What instruments do you use to accompany songs	Individually construct andassemble shakers	Regalia Charts	Observation Oral questions
2	1		Propellers	By the end of the sub strand,the learner should be able to; Observe samples of propellers from teacher’s samples and or from digital media. Identify materials and tools from teacher’s collection to motivate them make their own. and play with them	What materials can be used for constructing and assembling propellers	In groups, learners to observe samples of propellers from teacher’s samples and or from digital media. In groups to identify materials and tools from teacher’s collection to motivate them make their own	Regalia Charts	Observation Oral questions
	2		Propellers	By the end of the sub strand, the learner should be able to; Make simple propellers using local materials for playing	Is it possible to get a resource person to teach the learners on how to make propellers	Individually construct and assemble propellers In groups, learners to have fun and enjoy as they play with their propellers	Regalia charts	Observation
3	1	Weaving	Plain Weaving on a Serrated Card Loom	By the end of the sub strand, the learner should be able to; Observe woven items from teacher’s collection and or from digital media. Identify the tools and materials used in weaving on a serrated card loom in the environment	How do we identify materials used in serrated loom weaving?	Guide learners to observe woven items from teacher’s collection and or from digital media. In groups, learners to identify the tools and materials used in weaving on a serrated card loom.	Regalia Charts	Observation Oral questions
	2		Plain Weaving on a Serrated Card Loom	By the end of the sub strand, the learner should be able to; Plain weave a three coloured table mat using a serrated loom for self-expression	How can one make a serrated card loom?	Individually plain weave a three coloured table mat on a serrated loom Learners to display and talk about their own and others work	Regalia Charts	Observation Oral questions
4	1-2		Plain Weaving on A Dowel Loom	By the end of the sub strand, the learner should be able to; Observe woven items from teacher’s collection and or from digital media.	How do we identify materials used in dowel loom weaving	Guide learners to observe woven items from teacher’s collection and or from digital media. In groups, learners to identify the tools and materials used in weaving	Regalia Charts	Observation Oral questions
5	1-2		Plain Weaving on A Dowel Loom	By the end of the sub strand, the learner should be able to; Identify the tools and materials used in weaving on a dowel loom in the environment	What is the process of weaving on a dowel loom?	In groups, learners to identify the tools and materials used in weaving on a dowel loom	Regalia charts	Observation Oral questions
6	1-2	Paper Craft	Combined paper craft techniques	By the end of the sub strand, the learner should be able to; Observe a hat made using combined paper craft technique from the teacher’s samples to help in making their own.	What materials can be used to make hats?	In a group, learners to be guided in observing a hat made using combined paper craft technique from the teacher’s samples to help in making their own.	Regalia Charts	Observation Oral questions
7	1-2		Combined paper craft techniques	By the end of the sub strand, the learner should be able to; Make a hat using combined paper craft techniques for self- expression.	How do we make hats using combined techniques of paper craft	Individually, learner to make a hat using a combined of paper craft techniques to develop a sense of confidence	Regalia Charts	Observation Oral questions
8	1-2		Combined paper craft technique s	By the end of the sub strand,the learner should be able to; Observe a hat made using combined and make one of their own	How do we make hats using combined technique s of paper craft	In a group, learners to be guided in observing a hat made using combined paper craft technique from the teacher’s samples to help	Regalia Charts	Observation Oral questions Written questions
9&10	ASSESSEMENT

Published in Grade 3 Schemes of Work Term 3 2023

Tagged under

Wednesday, 15 February 2023 13:45

Art and Craft Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub- Strand	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment	Remarks
1	1	Mounting Techniques	Montage	By the end of the lesson, the learner should be able to collect different types of pictures from print media that can be used to create montage	What material do we use for creating pictorial compositions?	In groups learners could collect materials that can be used in creating montage	Glue, print media, paper etc. Movement and Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,45-47	Observation, signed questions, discussion
	2	Mounting Techniques	Montage	By the end of the lesson, the learner should be able to create simple pictorial composition in montage using cut out pictures	What material do we use for creating pictorial compositions? How do we create pictorial compositions using cur outs?	Individually create simple pictorial composition in montage using cut out pictures	Glue, print media, paper etc. Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,45-47	Observation, signed questions, discussion
2	1	Mounting Techniques	Montage	By the end of the lesson, the learner should be able to create simple pictorial composition in montage using cut out pictures	What material do we use for creating pictorial compositions? How do we create pictorial compositions using cur outs?	Individually create simple pictorial composition in montage using cut out pictures	Glue, print media, paper etc. Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,47-49	Observation, signed questions, discussion
	2	Mounting Techniques	Montage	By the end of the lesson, the learner should be able to: have fun while creating simple pictorial composition in montage	What material do we use for creating pictorial compositions? How do we create pictorial compositions using cur outs?	Learners to display and sign about own and others work.	Glue, print media, paper etc. Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,47-49	Observation, signed questions, discussion
3	1	Decorating Forms	Decorating three dimensional forms using found materials	By the end of the lesson, the learner should be able to: observe teacher samples of decorated forms to help in motivation	What materials can one use for decorating 3D forms?	In groups learners could observe teacher samples of decorated forms	Sticky gum, found objects,3D objects to be decorated Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,50-52	Observation, signed questions, discussion
	2	Decorating Forms	Decorating three dimensional forms using found materials	By the end of the lesson, the learner should be able to: decorate three dimensional forms using found materials	What materials can one use for decorating 3D forms? How do we decorate 3D forms using found materials?	In groups learners to experiment with materials to decorate three dimensional forms using found materials e.g. shells, buttons, beads, inedible seeds etc.	Sticky gum, found objects,3D objects to be decorated Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,51-54	Observation, signed questions, discussion
4	1	Ornaments	Knotted Necklaces	By the end of the lesson, the learner should be able to: observe beaded ornaments from teachers’ samples to help in making necklaces using knotting techniques	What materials can be used from the environment in making beads?	In groups learners could identify sample necklaces using local techniques and materials e.g. glass beads, plastic beads, clay beads, wooden beads, bone beads etc.	Glass beads, plastic beads, clay beads, wooden beads, bone beads etc. Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,55-57	Observation, signed questions, discussion.
	2	Ornaments	Knotted Necklaces	By the end of the lesson, the learner should be able to experiment with local materials to create necklaces using knotting technique	What are the suitable materials used in making ornaments at this level?	In groups experiment with local materials and techniques to make multi-color necklaces and thread using a double strand	Creativity Curriculum Design Vol 4 Glass beads, plastic beads, clay beads, wooden beads, bone beads etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,58-59	Observation, signed questions, discussion.
5	1	Ornaments	Knotted Necklaces	By the end of the lesson, the learner should be able to enjoy making necklaces using knotting technique	How can learners borrow creative ideas from their locality on ornament making?	Learners to display their work followed by a class discussion to appreciate own and each other’s necklaces	Creativity Curriculum Design Vol 4 Glass beads, plastic beads, clay beads, wooden beads, bone beads etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,58-59	Observation, signed questions, discussion.
	2	Ornaments	Double strand bracelets	By the end of the lesson, the learner should be able to: observe beaded ornaments from teachers’ samples to help in making bracelets using knotting techniques	What materials can be used from the environment in making beads?	In groups learners could identify sample bracelets Make using local techniques and materials e.g. glass beads, plastic beads, clay beads, wooden beads, bone beads etc.	Creativity Curriculum Design Vol 4 wooden beads, bone beads, glass beads, plastic beads, clay beads, etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,60-62	Observation, signed questions, discussion.
6	1	Ornaments	Double strand bracelets	By the end of the lesson, the learner should be able to: experiment with local materials to create bracelets using knotting technique	How can learners borrow creative ideas form material culture in their locality on ornament making?	Make using local techniques and materials e.g. glass beads, plastic beads, clay beads, wooden beads, bone beads etc.	Creativity Curriculum Design Vol 4wooden beads, bone beads, glass beads, plastic beads, clay beads, etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,60-62	Observation, signed questions, discussion.
	2	Ornaments	Double strand bracelets	By the end of the lesson, the learner should be able to: experiment with local materials to create bracelets using knotting technique	How can learners borrow creative ideas form material culture in their locality on ornament making?	In groups experiment with local materials and techniques to make three color bracelets and thread using a double strand. Learners to display their work followed by a class discussion to appreciate own and each other’s bracelets	Creativity Curriculum Design Vol 4wooden beads, bone beads, glass beads, plastic beads, clay beads, etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,62-63	Observation, signed questions, discussion.
7	1	Ornaments	Double strand bracelets	By the end of the lesson, the learner should be able to: enjoy making bracelets using knotting technique	Is it possible to get a resource person to show learners how to make beads using local techniques?	In groups experiment with local materials and techniques to make three color bracelets and thread using a double strand. Learners to display their work followed by a class discussion to appreciate own and each other’s bracelets	Creativity Curriculum Design Vol 4 wooden beads, bone beads, glass beads, plastic beads, clay beads, etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,63-64	Observation, signed questions, discussion.
	2	Fabric Decoration	Appliqué	By the end of the lesson, the learner should be able to: observe fabric decorated items from appliqué technique from teachers’ samples to motivate them make their own	What materials are required to make Appliqué decorations?	In groups learners could be taken for environmental walks to identify and name objects used for sticking on fabric. Class discussion on found materials which can be used for sticking on fabric	Creativity Curriculum Design Vol 4 Fabric, adhesive, assorted materials (paper, buttons, colored paper, shells) etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,65-67	Observation, signed questions, discussion, portfolio,
8	1	Fabric Decoration	Appliqué	By the end of the lesson, the learner should be able to: decorate fabric using appliqué technique for self-expression	What is the process of making Appliqué decorations on fabric	Individually use found materials to stick on fabric and create decorations. Display and talk about own and others finished work.	Creativity Curriculum Design Vol 4 Fabric, adhesive, assorted materials (paper, buttons, colored paper, shells) etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,67-68	Observation, signed questions, discussion, portfolio,
	2	Fabric Decoration	Appliqué	By the end of the lesson, the learner should be able to: enjoy decorating fabric with the appliqué technique	Which adhesive is appropriate for Appliqué?	Individually use found materials to stick on fabric and create decorations. Display and talk about own and others finished work.	Creativity Curriculum Design Vol 4 Fabric, adhesive, assorted materials (paper, buttons, colored paper, shells) etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,67-68	Observation, signed questions, discussion, portfolio,
9	1	Modelling	Decorating clay items using incising technique	By the end of the lesson, the learner should be able to: observe clay items decorated using incising method from teachers collection to motivate them make their own	How do we decorate pots using incising method?	Class discussion on materials and tools for modelling simple pottery Individually model simple pottery forms and finish decoration through incising	Creativity Curriculum Design Vol 4 Clay, water, containers. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,69-71	Observation, signed questions, discussion.
	2	Modelling	Decorating clay items using incising technique	By the end of the lesson, the learner should be able to: identify materials and tools to be used in decorating clay items using incising method	How do we decorate pots using incising method?	Class discussion on materials and tools for modelling simple pottery Individually model simple pottery forms and finish decoration through incising	Creativity Curriculum Design Vol 4 Clay, water, containers. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,69-71	Observation, signed questions, discussion.
10	1	Modelling	Decorating clay items using incising technique	By the end of the lesson, the learner should be able to: model simple objects decorated using incising method to acquire modelling skills	Is it possible to get a resource person to demonstrate incising technique to learners	Individually learners could model simple objects and finishing them by incising as a decorative technique	Creativity Curriculum Design Vol 4 Clay, water, containers. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,70-71	Observation, signed questions, discussion.
	2	Modelling	Decorating clay items using incising technique	By the end of the lesson, the learner should be able to: have fun as they model and decorate objects using incising method	How do we decorate pots using incising method? Is it possible to get a resource person to demonstrate incising technique to learners	Individually learners could model simple objects and finishing them by incising as a decorative technique Learners to display and sign about own and others work	Creativity Curriculum Design Vol 4 Clay, water, containers. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,71-73	Observation, signed questions, discussion.
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

Tagged under

Wednesday, 15 February 2023 13:29

Art and Craft Schemes - Grade 3 Schemes of Work Term 1 2023

WK	LSN	STRAND	SUB-STRAND	SPECIFIC LEARNING OUTCOME	KEY INQUIRY QUESTION	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REMARKS
1	1	DRAWING	Animal forms	By the end of the lesson, the learner should be able to:observe animal forms in the environment and digital media to use in drawing;	What animals are found in your environment	In groups learners could be taken for environmental walks and/or digital tours to identify animals	Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,17-20	Observation, signed questions, discussions
	2	DRAWING	Animal forms	By the end of the lesson, the learner should be able to draw animal forms for self-expression	How do animals help people? How do we care for animals?	Individually the learner draws simple forms of animals using a pencil and colored pencil. Individually the learner draws simple forms of animals using ICT tools	Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,20-21	Observation, signed questions, discussions
2	1	DRAWING	Animal forms	By the end of the lesson, the learner should be able to Have fun as they draw and display animal forms.	How do animals help people? How do we care for animals?	Class discussion on the different types of animals in the environment and digital media. Learners to display and sign about own and others work	Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,22-23	Observation, signed questions, discussions
	2	DRAWING	Human forms	By the end of the lesson, the learner should be able to: observe human forms in the school compound and digital media to use in drawing	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Class discussion on members of the school environment.	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,23-26	Observation, signed questions, discussions.
3	1	DRAWING	Human forms	By the end of the lesson, the learner should be able to draw human forms free hand or using digital tools for self-expression	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using pencils and colored pencils.	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,26-27	Observation, signed questions, discussions.
	2	DRAWING	Human forms	By the end of the lesson, the learner should be able to draw human forms free hand or using digital tools for self-expression	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using pencils and colored pencils.	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,26-27	Observation, signed questions, discussions.
4	1	DRAWING	Human forms	By the end of the lesson, the learner should be able to have fun as they draw human forms	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using ICT tools. The learner to display and sign about own and others work	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,27-29	Observation, signed questions, discussions.
	2	DRAWING	Human forms	By the end of the lesson, the learner should be able to have fun as they draw human forms	Who do you admire in the community? How do learners react and appreciate the media used in drawing human forms?	Individually draw simple human forms using ICT tools. The learner to display and sign about own and others work	Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,27-29	Observation, signed questions, discussions.
5	1	DRAWING	Painting	By the end of the lesson, the learner should be able to: Observe samples of painted pictures based on stories from teacher’s collection to motivate them paint their own	What picture is in the story?	Class discussion on the simple painted pictures based on stories.	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,30-32	Observation, signed questions, discussions
	2	DRAWING	Painting	paint simple pictures based on stories for self-expression using brushes	What picture is in the story?	The learner could be guided to paint simple pictures based on simple stories for self-expression. The learner could be guided to paint simple pictures based on their simple stories using digital tools	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,30-32	Observation, signed questions, discussions
6	1	DRAWING	Painting	By the end of the lesson, the learner should be able to: paint simple pictures based on stories for self-expression using brushes	What do you like in the picture?	The learner could be guided to paint simple pictures based on simple stories for self-expression. The learner could be guided to paint simple pictures based on their simple stories using digital tools	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,32-33	Observation, signed questions, discussions
	2	DRAWING	Painting	By the end of the lesson, the learner should be able to: have fun as they paint pictures based on simple stories for self-expression	What do you like in the picture? What materials have been used to make the picture	The learner to display and sign about own and others work	Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,32-33	Observation, signed questions, discussions
7	1	PATTERN MAKING	Hand printed patterns	By the end of the lesson, the learner should be able to: observe hand printed patterns from teachers’ samples to help in creating decorations for beauty	What patterns can you see? How do we make patterns?	In groups, learners to observe hand printed patterns from teacher’s samples to help in creating decorations for beauty.	Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,34-36	Observation, signed questions, discussions.
	2	PATTERN MAKING	Hand printed patterns	By the end of the lesson, the learner should be able to: print patterns using hands, for decoration	What patterns can you see? How do we make patterns?	Individually the learner to print patterns using hands for decoration. The learner to display and discus own and other’s work	Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,34-36	Observation, signed questions, discussions.
8	1	PATTERN MAKING	Hand printed patterns	By the end of the lesson, the learner should be able to: have fun printing patterns with hands.	How do we make patterns? What materials have been used to make the pattern?	Individually the learner to print patterns using hands for decoration. The learner to display and discus own and other’s work	Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,36-38	Observation, signed questions, discussions.
	2	PATTERN MAKING	Leaf printed patterns	By the end of the lesson, the learner should be able to: observe leaf printed patterns from teachers’ samples to help in creating decorations for beauty	What patterns can you see?	In groups learners could be taken for environmental walks to identify leaves that could be used to make colored prints. Individually the learners print colored patterns with leaves for decoration.	Paper, pencil paint, leaf. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,38-41	Observation, signed questions, discussions.
9	1	PATTERN MAKING	Leaf printed patterns	By the end of the lesson, the learner should be able to: print colored patterns using leaves, for decoration have fun printing colored patterns with leaves.	How do we make colored leaf printed patterns	In groups learners could be taken for environmental walks to identify leaves that could be used to make colored prints. Individually the learners print colored patterns with leaves for decoration.	Paper, pencil paint, leaf. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,38-41	Observation, signed questions, discussions.
	2	PATTERN MAKING	Block printed patterns	By the end of the lesson, the learner should be able to: observe block printed patterns from teachers’ samples to help in creating decorations for beauty	What materials can be used for block printing? How do we print patterns with blocks for decoration	In groups learners could observe printed patterns from teacher’s samples to help in creating decorations for beauty	Paper, paint, blocks. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,41-43	Observation, signed questions, discussions.
10	END TERM SSESSMENT TEST

Published in Grade 3 Schemes of Work Term 1 2023

Tagged under

Thursday, 02 February 2023 14:00

Art and Craft Schemes - Grade 2 Schemes of Work Term 3 2023

WEEK	LESSON	STRAND	SUB-STRAND	SPECIFIC LEARNINGOUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1	1	Sculpture	Toys	By the end of the lesson, the learner should be able to; Observe samples of toys, material and tools from teachers collection and or digital media to motivate them make their own	What toys are in the nature corner?	In groups, learners observe samples toys, material and tools from teachers collection and or digital media	Regalia charts	Observation Oral questions
	2		Toys	By the end of the lesson, the learner should be able to; Make simple toys using local materials for playing	What toys are in the nature corner?	Guide the learner to individually explore materials to construct and assemble simple toys	Regalia charts	Observation Oral questions
2	1		Toys	By the end of the lesson, the learner should be able to; Have fun as they make toys and play with them	What materials and tools are used for constructing and assembling toys?	Learners display and talk about own and others toys	Regalia charts	Observation Oral questions
	2		Toys	By the end of the lesson, the learner should be able to; Have fun as they make toys and play with them	What materials and tools are used for constructing and assembling toys?	Learners display and talk about own and others toys	Regalia charts	Observation Oral questions
3	1		Kites	By the end of the lesson, the learner should be able to; Observe samples of kites , material and tools from teachers collection and or digital media to motivate them make their own	What local materials and tools are used for constructing and assembling kites	In groups, learners observe samples kites , material and tools from teachers collection and or digital media to motivate them make their own	Regalia charts	Observation Oral questions
	2		Kites	By the end of the lesson, the learner should be able to; Make simple kites using local materials for playing	What safety precautions should be taken as they make the kites?	Guide the learner to individually explore materials to construct and assemble simple kites	Regalia charts	Observation Oral questions
4	1		Kites	By the end of the lesson, the learner should be able to; Have fun as they make kites and play with them.	How do learners react to and appreciate the kites they make	Learners display and talk about own and others kites	Regalia charts	Observation Oral questions
	2		Kites	By the end of the lesson, the learner should be able to; Have fun as they make kites and play with them.	How do learners react to and appreciate the kites they make	Learners display and talk about own and others kites	Regalia charts	Observation Oral questions
5	1	Weaving	Weaving on a serrated card	By the end of the lesson, the learner should be able to; Observe woven items from teacher’s collection and or digital media to motivate them make their own	How do we identify materials used in serrated loom weaving?	Guide learners to observe woven items from teacher’s collection and or digital media	Regalia charts	Observation Oral questions
	2	Weaving	Weaving on a serrated card	By the end of the lesson, the learner should be able to; Weave a two colored table mat using a serrated loom for self-expression	How do we identify materials used in serrated loom weaving?	Learners be taken for environmental walks to collect materials for weaving using serrated card loom e.g. sisal,	Regalia charts	Observation Oral questions
6	1	Weaving	Weaving on a serrated card	By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on serrated loom.	How does one weave using a serrated loom?	Individually weave a two colored table mat on a serrated loom	Regalia charts	Observation Oral questions
	2	Weaving	Weaving on a serrated card	By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on serrated loom.	How does one weave using a serrated loom?	Individually weave a two colored table mat on a serrated loom	Regalia charts	Observation Oral questions
7	1	WEAVING	Weaving on a dowel loom	By the end of the lesson, the learner should be able to; Observe woven items from teacher’s collection and or digital media.	Which materials can used in dowel loom weaving from the locality?	Guide learners to observe woven items from teacher’s collection and or digital media	Regalia charts	Observation Oral questions
	2	WEAVING	Weaving on a dowel loom	By the end of the lesson, the learner should be able to; Identify the tools and materials used in weaving using a dowel loom in the environment	Which materials can used in dowel loom weaving from the locality?	Learners be taken for environmental walks to collect materials for weaving using dowel card loom e.g. sisal, cotton straws, threads, wool, yarn, fabric strips etc.	Regalia charts	Observation Oral questions
8	1	WEAVING	Weaving on a dowel loom	By the end of the lesson, the learner should be able to; Weave a two colored table mat using a dowel loom for self-expression	What is the process of weaving on a dowel loom?	Individually weave a two colored table mat on a dowel loom	Regalia charts	Observation Oral questions
	2	WEAVING	Weaving on a dowel loom	By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on dowel loom	What is the process of weaving on a dowel loom?	Learners to display and talk about their own and others work	Realia charts	Observation Oral questions
9&10	ASSESSEMENT

Published in Grade 2 Schemes of Work Term 3 2023

Tagged under

Thursday, 02 February 2023 13:57

Art and Craft Schemes - Grade 2 Schemes of Work Term 2 2023

WEEK	LESSON	STRANDS	SUB-STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQURY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1	1
2	1	MOUN TING TECHNI QUES	Collage	By the end of the sub strand, the learner should be able to: Collect material from the environment that can be used to create collage.	How do we identify materials used to create collage?	In groups learners to be taken for environmental walks to collect materials that can be used to create collage e.g. natural materials stones / pebbles, dried fallen leaves, feathers, grass), colored papers, fabric, small plastics etc.	Regalia charts	Observation Oral questions
	2		Collage	By the end of the sub strand, the learner should be able to: Create simple pictures in collage using locally available materials	How do we create collage	A class discussion on collected items and sharing out some materials to those with fewer items	Regalia Charts	Observation Oral questions
3	1		Collage	By the end of the sub strand, the learner should be able to: Have fun while creating simple pictures in collage	How do we create collage	Individually create simple collage pictures Learners to display and talk about their own and others work	Regalia Charts	Observation Oral questions
	2	DECOR ATING FORMS	Decorating egg shell	By the end of the sub strand, the learner should be able to: Observe teacher samples of decorated egg shells.	How do we decorate egg shells?	In groups learners could observe teacher samples of decorated egg shells. Individually learner to decorate egg shells by painting and pasting colored paper	Regalia charts	Observation Oral questions
4	1		Decorating egg shell	By the end of the sub strand, the learner should be able to: Decorate egg shells by painting and pasting colored paper for self-expression	What materials are needed for decoration of egg shells	In groups learners could observe teacher samples of decorated egg shells. Individually learner to decorate egg shells by painting and pasting colored paper	Regalia Charts	Observation Oral questions
	2		Decorating egg shell	By the end of the sub strand, the learner should be able to: Have fun while decorating egg shells by painting and pasting colored paper	How do we decorate egg shell	Individually learner to decorate egg shells by painting and pasting colored paper	Regalia Charts	Observation Oral questions
5	1		Decorating plastic containers	By the end of the sub strand, the learner should be able to Observe teacher samples plastic containers.	How do we decorate plastic containers?	In groups learners could observe teacher samples of decorated plastic containers	Regalia Charts	Observation Oral questions
	2		Decorating plastic containers	By the end of the sub strand, the learner should be able to Decorate plastic containers pasting colored paper for self-expression	What materials are needed for decoration of plastic containers	Individually learner to decorate plastic containers by pasting colored paper. Learners to display and talk about their own and others work.	Regalia charts	Observation Oral questions
6	1		Decorating plastic containers	By the end of the sub strand, the learner should be able to: Have fun while decorating plastic containers by painting and pasting colored paper.	What materials are needed for decoration of plastic containers	Individually learner to decorate plastic containers by pasting colored paper. Learners to display and talk about their own and others work.	Regalia Charts	Observation Oral questions
	2	ORNA MENTS	Double strand Necklaces	By the end of the sub strand, the learner should be able to: Observe beaded ornaments from teachers samples to help in making necklaces using double strand beading.	What materials can be used from the environment in making beads?	Guide learners to observe beaded ornaments from teachers sample collections	Regalia Charts	Observation Oral questions
7	1		Double strand Necklaces	By the end of the sub strand, the learner should be able to: Experiment with local materials to create necklaces using double strand beading.	What materials can be used from the environment in making beads?	In groups experiment with local materials and techniques to make double strand necklaces	Regalia Charts	Observation Oral questions Written questions
	2		Double strand Necklaces	By the end of the sub strand, the learner should be able to: Enjoy making necklaces using double strand beading	How can learners borrow creative ideas from material culture in their locality on ornament making	Learners to display their work followed by a class discussion to appreciate own and each other’s necklaces	Regalia Charts	Observation Oral questions
8	1		Double strand Bracelet s	By the end of the sub strand, the learner should be able to: Observe beaded ornaments from teacher’s samples to help in making bracelet using double strand beading. .	What materials can be used from the environment in making beads?	The learner to observe beaded ornaments from teacher collection	Regalia charts	Observation Oral questions
	2		Double strand Bracelet s	By the end of the sub strand, the learner should be able to: Experiment with local materials to create bracelets using double strand beading	What are the suitable materials used in making bracelets at this level	Guide learners in groups to experiment with local materials and techniques to make two color bracelets	Regalia charts	Observation Oral questions
9	1		Double strand Bracelet s	By the end of the sub strand, the learner should be able to: Enjoy making bracelets using double strand beading.	How can learners borrow creative ideas form material culture in their locality on ornament making	Learners to display their work followed by a class discussion to appreciate own and each other’s bracelets	Regalia charts	Observation Oral questions
	2	FABRI C DECOR ATION	Printing on fabric with cut - out stumps	By the end of the sub strand, the learner should be able to: Observe cut -out stump printed fabric from teacher samples to motivate them to print their own. .	Which materials can be sourced from the environment to make cut out stumps for printing on fabric?	Guide learners to observe cut -out stump printed fabric from teacher collection	Regalia charts	Observation Oral questions
10	1		Printing on fabric with cut - out stumps	By the end of the sub strand, the learner should be able to: Print fabric using cut-out stumps for decoration	How do we print on fabric using cut out stumps	Guide learners to individually print fabric using cut- out stumps	Regalia charts	Observation Oral questions
	2		Printing on fabric with cut - out stumps	By the end of the sub strand, the learner should be able to: Enjoy printing fabric with cut out stumps.	How do we print on fabric using cut out stumps	Display and talk about own and others works	Regalia charts	Observation Oral questions
11	1	MODELLING	Slab technique	By the end of the sub strand, the learner should be able to: Observe items made using slab technique, materials and tools from the teachers collection and or digital media to motivate them make their own	How do we model clay items using slab technique	Learners to observe items made using slab technique, materials and tools from the teacher’s collection or digital media.	Regalia charts	Observation Oral questions
	2		Slab technique	By the end of the sub strand, the learner should be able to: Model simple objects using slab technique to acquire modelling skill	How do we model clay items using slab technique	Individually model simple shapes by exploring clay through slab technique	Regalia charts	Observation Oral questions
12	1		Slab technique	By the end of the sub strand, the learner should be able to: Have fun as they model objects using slab technique	How do we model clay items using slab technique	Learners to display and talk about own and other’s work	Regalia charts	Observation Oral questions
	2		Pellet technique	By the end of the sub strand, the learner should be able to: Observe items made using pellet technique materials and tools from the teachers collection and or digital media to motivate them make their own	How do we model clay into forms using pellet technique	The learner to observe items made using pellet technique , materials and tools from the teachers collection and or digital media	Regalia charts	Observation Oral questions
12	1		Pellet technique	By the end of the sub strand, the learner should be able to: Model simple objects using pellet technique and decorate them using incising and texturing	How do we model clay into forms using pellet technique	Individually model clay into forms of different sizes using simple technique of pellet and decorate them using incising and texturing	Regalia charts	Observation Oral questions
	2		Pellet technique	By the end of the sub strand, the learner should be able to: Have fun as they model objects using pellet technique	How do we model clay into forms using pellet technique	Learners to display and talk about own and others work	Regalia charts	Observation Oral questions
14	CAT

Published in Grade 2 Schemes of Work Term 2 2023

Tagged under

Thursday, 02 February 2023 13:50

Art and Craft Schemes - Grade 2 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub strand	Specific learning outcome	Learning experiences	Key inquiry question	Learning resources	Assessment	Remarks
1	1	DRAWING	Forms	By the end of the sub strand, the learner should be able to: Identify forms in the environment to use in drawing	In groups learners be taken for environmental walks and or digital tours to identify forms Individually, draw and caption variety of forms observed using colored pencils to express themselves	What types of forms are found in the environment?	Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg17-18	Signed questions, portfolio, observations
	2	DRAWING	Forms	By the end of the sub strand, the learner should be able to: draw simple forms using colored pencils or digital tools for self-expression	Individually draw and caption a variety of forms observed 4using ICT tools for therapeutic purposes	What type simple forms can be drawn?	Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg20-21	Signed questions, portfolio, observations
2	1	DRAWING	Forms	By the end of the sub strand, the learner should be able to: have fun as they draw simple forms.	Learners to display and talk about own and others work	How do learners react when using the media used in drawing?	Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg20-21	Signed questions, portfolio, observations
	2	DRAWING	Texture	By the end of the sub strand, the learner should be able to: Identify forms in the environment and or digital media to motivate them in creating texture drawing	In groups learners to be taken for environmental walks and or digital tours to identify types of texture Individually create a variety of textural effects through rubbings by colored pencils	What types of textures are found in the environment?	Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg23-24	Signed questions, portfolio, observations
3	1	DRAWING	Texture	By the end of the sub strand, the learner should be able to create simple textural effects in drawings for self-expression	In groups learners to be taken for environmental walks and or digital tours to identify types of texture Individually create a variety of textural effects through rubbings by colored pencils	What types of textures are found in the environment?	Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 24-25	Signed questions, portfolio, observations
	2	DRAWING	Texture	By the end of the sub strand, the learner should be able to create simple textural effects in drawings for self-expression	Individually create a variety of textural effects using ICT tools Learners to display and talk about own and others work	How do learners react to and appreciate textures used in drawing?	Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg25-26	Signed questions, portfolio, observations
4	1	DRAWING	Texture	By the end of the sub strand, the learner should be able to enjoy creating texture on drawn forms.	Individually create a variety of textural effects using ICT tools Learners to display and talk about own and others work	How do learners react to and appreciate textures used in drawing?	Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg26-27	Signed questions, portfolio, observations
	2	PAINT AND COLOUR	Paint shapes from observation	By the end of the sub strand, the learner should be able to; identify and name materials used for painting; mix and paint correctly and paint simple shapes for self-expression	Class discussion on tools and materials used for painting Learners could be guided to paint organic and geometric shapes using painting tools and materials	What tools and materials do we use for painting?	Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 29-30	Signed questions, portfolio, observations
5	1	PAINT AND COLOUR	Paint shapes from observation	By the end of the sub strand, the learner should be able to; identify and name materials used for painting; mix and paint correctly and paint simple shapes for self- expression	Class discussion on tools and materials used for painting Learners could be guided to paint organic and geometric shapes using painting tools and materials	How can one mix water based paint?	Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg29-30	Signed questions, portfolio, observations
	2	PAINT AND COLOUR	Paint shapes from observation	By the end of the sub strand, the learner should be able to draw and paint the national flag to appreciate the symbolism of the colors	Paint shapes and explore color using digital tools Individually learner to be guided in drawing and painting the national flag to appreciate the symbolism of the colors	How do learners react when mixing paint?	Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg30-31	Signed questions, portfolio, observations
6	1	PAINT AND COLOUR	Paint shapes from observation	By the end of the sub strand, the learner should be able to paint simple shapes using digital tools for self-expression; have fun as they paint and explore shapes and color	Paint shapes and explore color using digital tools Individually learner to be guided in drawing and painting the national flag to appreciate the symbolism of the colors Learners to display and sign on own and others work	What organic and geometric shapes can learners paint?	Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 32-33	Signed questions, portfolio, observations
	2	PATTERN MAKING	Texture pattern	By the end of the sub strand, the learner should be able to; Observe texture in the environment and or digital media to motivate them in creating texture patterns	Class discussion on types of texture and patterns seen in their immediate environment and those available on digital media. Individually, learners to create texture patterns in color using texture rubbings over different surfaces	How do we create patterns with texture?	Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg35-36	Signed questions, portfolio, observations
7	1	PATTERN MAKING	Texture pattern	By the end of the sub strand, the learner should be able to Create simple texture patterns for self-expression simple forms for self-expression	Individually, learners to freely explore patterns in color using ICT tools to express their ideas Learners to display and talk about own and others part	How do learners react and appreciate use of color in pattern making?	Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 36-37	Signed questions, portfolio, observations
	2	PATTERN MAKING	Texture pattern	By the end of the sub strand, the learner should be able to Enjoy creating texture patterns	Individually, learners to freely explore patterns in color using ICT tools to express their ideas Learners to display and talk about own and others’ part	How do learners react and appreciate use of color in pattern making?	Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg38-39	Signed questions, portfolio, observations
8	1	PATTERN MAKING		By the end of the sub strand, the learner should be able to: Observe letters in the environment and or digital media to motivate them in creating letter patterns	Class discussion on types of letter seen in their immediate environment and those available on digital media. Individually, learners to create letter patterns in color.	How do we create patterns with letters?	Digital tools, pencils, paper, sample varied shapes. Longhorn Art and Craft Activities teachers guide Bk 2 Pg40-41	Signed questions, portfolio, observations
	2	Pattern Making	Letter pattern	By the end of the sub strand, the learner should be able to: Create simple letter patterns freehand or using ICT tools for self-expression Enjoy creating letter patterns	Individually, learners to freely explore letter patterns in color or ICT tools to express their ideas. Learners to display and talk about own and others patterns	Which types of letters can be used in creating patterns?	Digital tools, pencils, paper, sample varied shapes. Longhorn Art and Craft Activities teachers guide Bk 2 pg. 41-43	Signed questions, portfolio, observations
9	1	Mounting Techniques	Collage	By the end of the sub strand, the learner should be able to; Collect material from the environment that can be used to create collage Create simple pictures in collage using locally available materials.	In groups learners could be taken for environmental walks to collect materials that can be used to create collage e.g. natural materials stones / pebbles, dried fallen leaves, feathers, grass), colored papers, fabric, small plastics etc.	How do we identify materials used to create collage?	Adhesives, paper, fibers, print media Adhesives, paper, fibers, print media Longhorn Art and Craft Activities teachers guide Bk 2 pg. 43-44	Signed questions, portfolio, observations
	2	Mounting Techniques	Collage	By the end of the sub strand, the learner should be able to: Have fun while creating simple pictures in collage	Individually create simple pictures using collage Learners to display and sign about their own and others work.	How do we create collage?	Adhesives, paper, fibers, print media Longhorn Art and Craft Activities teachers guide Bk 2 pg. 48-50	Signed questions, portfolio, observations
10	1	Mounting	Decorating egg shells	By the end of the sub strand, the learner should be able to: Observe teacher samples of decorated egg shells;	In groups learners could observe teacher samples of decorated egg shells	How do we decorate egg shells?	Adhesives, paper, paint, brushes, egg shells, masking tape, cello tape Longhorn Art and Craft Activities teachers guide Bk 2 pg. 51-53	Signed questions, portfolio, observations
	2	Mounting	Decorating egg shells	By the end of the sub strand, the learner should be able to: Decorate egg shells by painting and pasting colored paper for self-expression Have fun while decorating egg shells by painting and pasting colored paper	Individually learner to decorate egg shells by painting and pasting colored paper	What materials are needed for decoration of egg shells?	Adhesives, paper, paint, brushes, egg shells, masking tape, cello tape Longhorn Art and Craft Activities teachers guide Bk 2 pg. 54-55	Signed questions, portfolio, observations

Published in Grade 2 Schemes of Work Term 1 2023

Tagged under

Thursday, 26 January 2023 09:11

Art and Craft Schemes - Grade 1 Schemes of Work Term 3 2023

WEEK	LESSON	STRAND	SUB STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUARY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REFLECTION
1	1	Sculpture	Toys	By the end of the of the lesson the learner should be able identify toys, locally available materials and tools for making toys at Inquiry Corner for motivation	What toys have you seen in class’ Inquiry Corner	Guide the learners, as a group, to Inquiry Corner to identify toys, locally available materials and tools for making toys at Inquiry Corner for motivation	Regalia charts	Observation Oral questions
	2		Toys	By the end of the of the lesson the learner should be able to observe toys in the physical and/or ICT environment to help in making toys	What toys have you seen in class’ Inquiry Corner	Guide the learners, to observe toys, locally available materials and tools for making toys in the physical and/or ICT environment	Regalia charts	Observation Oral questions
2	1		Toys	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make toys	What materials and tools do we have for making simple toys?	Individually, learners make simple toys using available materials and tools	Regalia charts	Observation Oral questions
	2		Toys	By the end of the lesson the learner should be able to Make simple toys using locally available materials and tools, for playing.	What materials and tools do we have for making simple toys?	In a group, learners display, talk about and appreciate their own and others’ work	Regalia charts	Observation Oral questions
3	1		Kites	By the end of the of the lesson the learner should be able to identify kites, locally available materials and tools for making kites at Inquiry Corner for motivation	What is a kite?	\Guide the learners, as a group, to Inquiry Corner to identify kites, locally available materials and tools for making kites at Inquiry Corner for motivation	Regalia charts	Observation Oral questions
	2		Kites	By the end of the of the lesson the learner should be able to observe kites in the physical and/or ICT environment to help in making kites	What is a kite?	Guide the learners, to observe kites, locally available materials and tools for making kites in the physical and/or ICT environment	Regalia charts	Observation Oral questions
4	1		Kites	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make kites	Have you ever seen a kite	Individually, learners make simple kites using available materials and tools	Regalia charts	Observation Oral questions
	2		Kites	By the end of the of the lesson the learner should be able to Make simple kites using locally available materials and tools, for playing	Have you ever seen a kite	In a group, learners display, talk about and appreciate their own and others’ work.	Regalia charts	Observation Oral questions
5	1	Weaving	Plain Paper Weave	By the end of the lesson the learner should be able to identify samples of plain weaves of varied materials and colors at Inquiry Corner for motivation.	What is weaving?	Guide the learners, as a group, to Inquiry Corner to identify samples of plain weaves of varied materials and colors for motivation	Regalia charts	Observation Oral questions
	2	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to identify locally available material and tools for making plain weaves at Inquiry Corner for motivation.	What is weaving?	Guide the learners, to observe samples of plain weaves from varied materials and colors in the physical and/or ICT environment for motivation	Regalia charts	Observation Oral questions
6	1	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to collect different types of materials and tools from the environment that can be used to make plain paper weaves in two colors	How do we identify woven items?	Individually, learners collect different types of materials and tools from the environment and make simple paper table mats using plain weave in two colors	Regalia charts	Observation Oral questions
	2	Weaving	Plain Paper Weave	By the end of the of the lesson the learner should be able to make simple paper table mats using plain weave in two colors from locally available materials and tools	How do we identify woven items?	Individually, learners collect different types of materials and tools from the environment and make simple paper table mats using plain weave in two colors	Regalia charts	Observation Oral questions
7	1	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to identify items modelled using pinch method, materials and tools at Inquiry Corner for motivation	What items in Inquiry Corner are modelled using pinch method	Learners are guided, as a group, to Inquiry Corner to identify items modelled using pinch method, materials and tools for motivation.	Regalia charts	Observation Oral questions
	2	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to observe items modelled using pinch method, materials and tools in the physical and/or ICT environment for motivation.	What items in Inquiry Corner are modelled using pinch method	Learners are guided, to observe items modelled using pinch method, materials and tools in the physical and/or ICT environment for motivation	Regalia charts	Observation Oral questions
8	1	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to model simple objects using pinch method for self-expression	What materials and tools are used for modelling	Individually, learners model simple objects using pinch method for self-expression	Regalia charts	Observation Oral questions
	2	Modelling	Pinch Method	By the end of the of the lesson the learner should be able to display, talk about and 8appreciate own and others’ work	What materials and tools are used for modelling	In a group, learners display, talk about and appreciate their own and others’ work.	Regalia charts	Observation Oral questions
9&10	ASSESSEMENT

Published in Grade 1 Schemes of Work Term 3 2023

Tagged under

Thursday, 26 January 2023 09:06

Art and Craft Schemes - Grade 1 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub strand	Specific learning outcome	Key inquiry question	Learning experiences	Learning Resources	Assessment	Remarks
1	1	Paper Craft	Folding Technique	By the end of the sub strand, the learner should be able to: observe items made using folding method in paper craft to help in creating paper decorations	What type of decorations do we use during celebrations?	In groups, learners to observe and identify items made using folding method in paper craft	Assorted paper, cutting tools, rulers, adhesives	Signed question, discussion, observation, portfolios
	2	Paper Craft	Folding Technique	By the end of the sub strand, the learner should be able to: create decorations using folding method of paper craft; have fun as they make paper decorations using folding method of paper craft	What type of decorations do we use during celebrations? How do we fold paper to make a decoration	Individually, the learner to freely express themselves by creating decorations using folding method in paper craft. The learner to display and sign about own and learner others work	Assorted paper, cutting tools, rulers, adhesives	Signed question, discussion, observation, portfolios
2	1	Fabric Decoration	Painting on fabric with brushes	By the end of the sub strand, the learner should be able to: observe brush painted fabric from teacher samples to help in creating decorations	How does fabric painted with brushes look like?	In groups, learners identify samples of brush painted fabric. Individually learner to decorate fabric using brushes	Fabric, paint, dye, bristle brushes, water, cleaning rags, digital images	Signed questions, discussion, observation, portfolios
	2	Fabric Decoration	Painting on fabric with brushes	By the end of the sub strand, the learner should be able to: use brush to paint on fabric to create decorations; Have fun painting decorations on fabric	How does fabric painted with brushes look like? How do we paint on cloth using brushes	Individually learner to decorate fabric using brushes. The learner to display and talk about own and others brush painted fabrics	Fabric, paint, dye, bristle brushes, water, cleaning rags, digital images	Signed questions, discussion, observation, portfolios
3	1	Fabric Decoration	painting on fabric with sponge	By the end of the sub strand, the learner should be able to: observe sponge painted fabric from teacher samples to help in creating decorations;	How fabric do painted with sponge look like?	In groups, learners identify samples of sponge painted fabric	Fabric, paint ,dye, sponge, water, cleaning rags, digital images	Signed questions, discussion, observation, portfolios
	2	Fabric Decoration	Painting on fabric with sponge	By the end of the sub strand, the learner should be able to: use sponge to paint on fabric to create decorations; have fun painting decorations on fabric	How do we paint on cloth using sponge	Individually learner to decorate fabric using sponges The learner to display and sign about own and others sponge painted fabrics	Fabric, paint, dye, sponge, water, cleaning rags, digital images	Signed questions, discussion, observation, portfolios
4	1	Mounting Techniques	Mosaic	By the end of the sub strand, the learner should be able to: identify and collect different types of material from the environment that can be used to create mosaic;	How do we identify materials used to create mosaic?	In groups learners to take nature walk to the environment identify and collect materials that can be used to create mosaic.eg stones, pebbles, leaves papers, small plastic, egg shells etc.	Found materials, adhesives, mounting surfaces, digital images	Signed questions, discussion, observation, portfolios
	2	Mounting Techniques	Mosaic	By the end of the sub strand, the learner should be able to: identify and collect different types of material from the environment that can be used to create mosaic;	How do we identify materials used to create mosaic?	In groups learners to take nature walk to the environment identify and collect materials that can be used to create mosaic.eg stones, pebbles, leaves papers, small plastic, egg shells etc.	Found materials, adhesives, mounting surfaces, digital images	Signed questions, discussion, observation, portfolios
5	1	Mounting Techniques	Mosaic	By the end of the sub strand, the learner should be able to: create simple pictures in mosaic using locally available materials; have fun while creating simple pictures in mosaic	How do we create mosaic? How do learners react when making mosaic	Guide the learner individually, to create simple pictures using mosaic technique	Found materials, adhesives, mounting surfaces, digital images	Signed questions, discussion, observation, portfolios
	2	Mounting Techniques	Mosaic	By the end of the sub strand, the learner should be able to: create simple pictures in mosaic using locally available materials;	How do we create mosaic? How do learners react when making mosaic	The learner to display and sign about their own and others WORK	Found materials, adhesives, mounting surfaces, digital images	Signed questions, discussion, observation, portfolios
6	1	Mounting Techniques	Mosaic	By the end of the sub strand, the learner should be able to: have fun while creating simple pictures in mosaic	How do we create mosaic? How do learners react when making mosaic	The learner to display and sign about their own and others WORK	Found materials, adhesives, mounting surfaces, digital images	Signed questions, discussion, observation, portfolios
	2	Decorating Forms	Decorating plastic bottles using colored paper	By the end of the sub strand, the learner should be able to: Observe decorated plastic bottles ion to help in motivating them to decorate three dimensional (3D forms);	What kind of adhesive can be used in decorating plastic bottles using colored paper? Where can learners source colored paper	In groups learners to observe decorated bottles from teachers collection	Found materials, adhesives, mounting surfaces, digital devices	Signed questions, discussion, observation, portfolios
7	1	Decorating Forms	Decorating plastic bottles using colored paper	By the end of the sub strand, the learner should be able to: decorate plastic bottles using colored paper for self-expression	What kind of adhesive can be Used in decorating plastic bottles using colored paper? Where can learners’ source colored paper	Collect and use colored paper from the environment in decorating plastic bottles The learner to display and talk about their own and others work.	Found materials, adhesives, mounting surfaces, digital devices	Signed questions, discussion, observation, portfolios
	2	Ornaments	Single stranded bracelets	By the end of the sub strand, the learner should be able to: observe beaded ornaments from teacher’s samples to help in making bracelets using single strand beading;	What materials can be used from the environment in making beads?	In groups learners to identify samples of bracelets made using local techniques and materials e.g. glass beads, plastic beads, clay beads, wooden beads, bone beads etc.	Assorted beads, cutting tools, strings, digital images	Signed questions, discussion, observation, portfolios
8	1	Ornaments	Single stranded bracelets	By the end of the sub strand, the learner should be able to: experiment with local materials to create bracelets using single strand beading; enjoy making bracelets using single strand beading.	What materials have you used in making beads?	Learner to display, discuss and appreciate their work	Assorted beads, cutting tools, strings, digital images	Signed questions, discussion, observation, portfolios
	2		Single stranded bracelets	By the end of the sub strand, the learner should be able to: enjoy making bracelets using single strand beading.	What materials have you used in making beads?	Learner to display, discuss and appreciate their work	Assorted beads, cutting tools, strings, digital images	Signed questions, discussion, observation, portfolios
9	1	Sculpture	Toys	By the end of the sub strand, the learner should be able to: Observe samples of toys, material and tools from teacher’s collection to motivate them make their own;	Which toys are in class nature corner? What materials and tools are used for making toys? How do you feel when playing with toys?	In groups, learners be taken to their class nature corner to identify toys?	Sample toys, found materials, strings, rubber bands, digital images	Signed questions, discussion, observation, portfolios
	2	Sculpture	Toys	By the end of the sub strand, the learner should be able to: make simple toys using local materials for playing; have fun as they make toys and play with them	Which toys are in class nature corner? What materials and tools are used for making toys? How do you feel when playing with toys?	Individually make simple toys using locally available materials Learners to display and sign about own and others toys	Sample toys, found materials, strings, rubber bands, digital images	Signed questions, discussion, observation, portfolios
10-11				END OF TERM ASSESSMENT AND CLOSING

Published in Grade 1 Schemes of Work Term 2 2023

Tagged under

Thursday, 26 January 2023 09:03

Art and Craft Scheme - Grade 1 Schemes of Work Term 1 2023

NAME
TSC NO.
SCHOOL

Week	Lesson	Strand	Sub strand	Specific learning outcome	Key inquiry question	Learning experiences	Learning resources	Assessment	Remarks
1	1	DRAWING	Line	By the end of the sub strand, the learner should be able to: Identify different types of lines in the environment to use in drawing;	How do we identify types of lines and their characteristics in the environment?	In groups learners are taken for environmental walks and or digital tours to identify types of lines on objects e.g. straight lines, wavy lines, zigzag lines, curved lines etc	Paper, charcoal sticks, crayons, computer.	Oral question, discussion, observation, portfolios.
	2	DRAWING	Line	By the end of the sub strand, the learner should be able to: create simple forms using a variety of lines through crayon and charcoal media;	How do we draw different types of lines? How do learners react when using charcoal and crayons when drawing?	Learners experiment with crayons and charcoal in drawing varied lines. Learners explore ICT drawing tools to draw varied lines. Learners use lines to draw human and animal forms.	Paper, charcoal sticks, crayons, computer.	Oral question, discussion, observation, portfolios
2	1	DRAWING	Line	By the end of the sub strand, the learner should be able to: create simple forms using a variety of lines through digital tools; appreciate use of lines in the environment	How do we draw different types of lines? How do learners react when using charcoal and crayons when drawing?	Learners experiment with crayons and charcoal in drawing varied lines. Learners explore ICT drawing tools to draw varied lines. Learners use lines to draw human and animal forms. Learners display and sign about their own and others’ work	Paper, charcoal sticks, crayons, computer.	Oral question, discussion, observation, portfolios.
	2	DRAWING	Shapes	By the end of the sub strand, the learner should be able to: identify different types of shapes in the environment to use in drawing; draw different shapes observed in the environment using crayon and or charcoal and or ICT tools;	How do you draw organic shapes and non-organic shapes?	In groups learners are taken for an environmental walk and or digital tour to identify different shapes Individually learner to draw different shapes (from the environment e.g. cups, books windows etc) using crayons and charcoal media	Papers, crayons, charcoal sticks, textured surfaces in the environment and computer.	Oral question, discussion, observation, portfolios
3	1	DRAWING	Shapes	By the end of the sub-strand, the learner should be able to: have fun drawing different shapes observed from the environment.	What shapes can you identify in the environment? How do you draw organic shapes and non-organic shapes?	Individually, the learner to experiment with ICT tools to draw shapes. Individually, the learner to display and sign about own and others’ wo	Papers, crayons, charcoal sticks, textured surfaces in the environment and computer.	Oral question, discussion, observation, portfolios
	2	DRAWING	Texture	By the end of the sub strand, the learner should be able to: Identify different types of textures to use in drawing	How do we identify texture? How do we categorise texture for this level?	Learners are taken for an environmental walk to experience texture through touch. Learners are guided to rub over surfaces e.g. tree barks, coins, wood floors, walls, furniture, books and other surfaces	Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images	Signed questions, discussion, observation, portfolios
4	1	DRAWING	Texture	By the end of the sub strand, the learner should be able to: to rub charcoal and crayon over paper placed on smooth and rough surfaces to create texture appreciate texture of objects in their environment.	How do we categorise texture for this level? How do we create texture using crayons and charcoal?	Individually, learners explore rubbing-over different textured surfaces and objects e.g. tree barks, coins, bricks, wood, floor etc. Learners display and sign about their own and others’ work (describing what they like about the textural effects made on the paper).	Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images	Signed questions, discussion, observation, portfolios
	2	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: Name materials that can be used to make improvised brushes	What materials can be used to make improvised brushes	Learners could be guided to identify and name materials used for making improvised brushes	Papers, pencils, powder paints, improvised brushes, digital images	Signed questions, discussion, observation, portfolios
5	1	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: make simple brushes from local materials	What materials can be used to make improvised brushes	Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc.	Papers, pencils, powder paints, improvised brushes, digital images	Signed questions, discussion, observation, portfolios
	2	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: make simple brushes from local materials	What materials can be used to make improvised brushes? How do you make improvised brushes	Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc.	Papers, pencils, powder paints, improvised brushes, digital images	Signed questions, discussion, observation, portfolios
6	1	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes	What materials can be used to make improvised brushes? How do you make improvised brushes	Make improvised brushes using the materials collected. Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
6	2	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes	What materials can be used to make improvised brushes? How do you make improvised brushes	Make improvised brushes using the materials collected. Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles).	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
7	1	PAINT AND COLOUR	Making improvised brushes	By the end of the sub-strand, the learner should be able to: have fun and enjoyment as they make improvised brushes and use them to paint simple forms.	What materials can be used to make improvised brushes? How do you make improvised brushes	Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles). Learners to display and sign their own and others’ work	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
7	2	PATTERN MAKING	Line patterns	By the end of the sub strand, the learner should be able to: Observe objects with line patterns in the environment and in digital tools to help in creation of patterns	Where do we find patterns in our environment?	In groups learners to be guided to observe types of line patterns in the environment and in digital tours	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
8	1	PATTERN MAKING	Line patterns	By the end of the sub-strand, the learner should be able to: create patterns in colour using lines and digital tools;	What patterns do you like?	Individually, the learner to create patterns using lines in colour and digital tools.	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
8	2	PATTERN MAKING	Line patterns	By the end of the sub-strand, the learner should be able to: enjoy creating linear patterns in colour and digital tools.	How do you Create patterns?	Individually display their patterns, and appreciate own and others’ patterns.	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
9	1	PATTERN MAKING	Dot patterns	By the end of the sub strand, the learner should be able to: Observe objects with dot patterns in the environment and in digital media to help in creation of patterns	Where can we find dot patterns around our school? How do you create dot patterns?	In groups learners to be guided to observe types of dot patterns in the environment and in digital media. Individually, the learner to create patterns using dots in colour or using digital tools.	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
9	2	PATTERN MAKING	Dot patterns	By the end of the sub-strand, the learner should be able to: create dot patterns in colour or using digital tools for self-expression; enjoy creating dot patterns.	Where can we find dot patterns around our school? How do you create dot patterns?	Individually display their patterns, and appreciate own and others’ patterns	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
10	1	PATTERN MAKING	Numeral patterns	By the end of the sub strand, the learner should be able to: observe numbers in the environment to motivate them in creating patterns	Are there patterns made using numerals around us?	In groups, learners be guided to identify numbers in the environment	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios
10	2	PATTERN MAKING	Numeral patterns	By the end of the sub- strand, the learner should be able to: create patterns in colour.	Are there patterns made using numerals around us?	Individually, the learner to experiment with numbers to create patterns in colour. Individually, the learner to experiment with digital tools to create numeral patterns in colour.	Papers, pencils, powder paints, improvisedbrushes, digital images	Signed questions, discussion, observation, portfolios

Published in Grade 1 Schemes of Work Term 1 2023

Tagged under

Tuesday, 15 November 2022 08:48

Grade 6 KLB Visionary Art and Craft - Grade 6 Schemes of Work Term 1 2023

GRADE 6 KLB VISIONARY ART AND CRAFT
SCHEME OF WORK TERM 1 2023

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: Explain the meaning of stippling technique. Watch a video on how to shade using stippling technique. 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: Outline the steps to follow when creating dark and light effect using stippling technique. Practice creating dark and light effects in drawings using stippling technique. 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: Define the meaning of balance of forms and proportion of forms. Drawing a calabash and a guard, ensuring correct balance forms and proportion of the forms. 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: Define the meaning of textural effect. Practice creating varying textural effects on the drawings using stippling technique. 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: Outline the steps to follow when drawing overlapped forms and shade using stippling technique. Draw overlapped forms and shade using stippling technique. 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: Explain the meaning of imaginative composition. Observe virtual samples of imaginative composition of fruits. 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: Identify textural composition in a drawing composition. Create textural effects and achieve balance of forms on a drawing of a twig, leaves and fruits using stippling technique. 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: Identify proportion of forms in a drawing composition. Draw a composition of a twig with two leaves and a fruit from imagination and shade the composition using the stippling technique. 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: Define the meaning of painting. Analyse examples of imaginative composition paintings from a digital device. 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: Identify the materials and tools used in paintings. Use locally available materials to make his/her own painting brushes. 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: Identify palettes for mixing paint. Prepare the materials by trimming, shaping, cutting or applying white paint in readiness for painting. 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: Explain the meaning of centre of interest in a painting. Create a centre of interest in a painting using various methods. 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: Identify the areas with light and dark tone in the composition. Create tonal value on forms in a painting. 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: Explain the meaning of proportion in painting. Paint an imaginative composition based on a sports activity. 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: Explain the meaning of montage. Discuss the characteristics of montage composition. 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: Identify the materials used to make montage composition. Interpret subject matter of montage composition. 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: Identify mounting surfaces. Collet and prepare mounting surfaces for making montage compositions. 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: Outline the procedure to follow when creating a montage composition based on wild animals. Create a montage composition based on wild animals. 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: Identify coil and stitch technique. Classify the materials used in coil and stitch technique into natural and man-made. 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: Identify types of coil used in coil and stitch technique. Arrange the items collected in terms of uniformity of coils in a decreasing order. 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: Explain the meaning of good craftsmanship. Select and collect materials for coil and stitch technique. 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: Identify natural materials used in coil and stitch technique. Prepare natural materials used in coil and stitch technique. 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: Identify man-made materials used in coil and stitch technique. Prepare man-made materials used in coil and stitch technique. 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: Differentiate between modern and traditional beaded items. Observe actual or virtual samples of beaded leather wristbands. 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: Outline the steps to follow when preparing leather for use in making a wristband. Make a beaded leather wristband. 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: Identify different patterns on wristbands. Create the patterns on wristbands. 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: Outline the procedure of using lazy stitched strung beads to decorate a wristband. Decorate leather wristbands using lazy stitched strung beads. 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

Published in Grade 6 Schemes of Work Term 1 2023

Tagged under

Displaying items by tag: Art and Craft