Displaying items by tag: Movement
Movement Schemes - Grade 3 Schemes of Work Term 2 2023
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Week |
Lesson |
Strand |
Sub Strand |
Specific Learning Outcome |
Key Inquiry Question |
Learning Experiences |
Learning Resources |
Assessment |
Remarks |
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1 |
1 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: name the parts of the body that are involved in punting for body awareness |
Mention the part of the body used for punting. Name a game where punting is used |
Learners answer questions on the parts of the body that are used for punting |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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2 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: name the parts of the body that are involved in punting for body awareness |
Mention the part of the body used for punting. Name a game where punting is used |
learners to watch a video clip on of a game where punting is used such as football |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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3 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: perform punting in different directions for space awareness |
Mention the part of the body used for punting. Name a game where punting is used |
learners to watch a video clip on of a game where punting is used such as football |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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4 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: perform punting in different directions for space awareness |
Mention the part of the body used for punting. Name a game where punting is used |
practice punting in different directions such as forward, left and right Learners to play games that involve punting such as a minor game of soccer |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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5 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: practice punting in different directions for excellence |
Mention the part of the body used for punting. Name a game where punting is used |
practice punting in different directions such as forward, left and right Learners to play games that involve punting such as a minor game of soccer |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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2 |
1 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: practice punting in different directions for excellence |
Mention the part of the body used for punting. Name a game where punting is used |
practice punting in different directions such as forward, left and right Learners to play games that involve punting such as a minor game of soccer |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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2 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: appreciate punting for coordination and balance |
Mention the part of the body used for punting. Name a game where punting is used |
Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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3 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: appreciate punting for coordination and balance |
Mention the part of the body used for punting. Name a game where punting is used |
Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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4 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: establish relationships through punting for self-esteem |
Mention the part of the body used for punting. Name a game where punting is used |
Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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5 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: establish relationships through punting for self-esteem |
Mention the part of the body used for punting. Name a game where punting is used |
Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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3 |
1 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: play games that involve punting for enjoyment Obey rules when punting for own and others safety |
Mention the part of the body used for punting. Name a game where punting is used |
Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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2 |
Manipulative skills |
Manipulative skills: Punting |
By the end of the sub strand the learner should be able to: play games that involve punting for enjoyment Obey rules when punting for own and others safety |
Mention the part of the body used for punting. Name a game where punting is used |
Learners to play games that involve punting such as a minor game of soccer Learners to observe rules as they punt and play games |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones Video clip of a soccer game when punting is in use |
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3 |
Manipulative skills |
Manipulative skills: Dribbling |
By the end of the sub strand, the learner should be able to: name the parts of the body that are used for dribbling |
Which directions can you dribble easily? |
Learners answer questions on the parts of the body that are used for dribbling |
Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used |
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4 |
Manipulative skills |
Manipulative skills: Dribbling |
By the end of the sub strand, the learner should be able to: name the parts of the body that are used for dribbling |
Which directions can you dribble easily? |
Learners answer questions on the parts of the body that are used for dribbling |
Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used |
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5 |
Manipulative skills |
Manipulative skills: Dribbling |
By the end of the sub strand the learner should be able to: dribble in different ways for coordination, strength and balance |
Which part of the body is used for dribbling? |
Learners to watch a video clip on a soccer game where the ball is being dribbled Learners to practice dribbling in different ways by: − dribbling in different directions such as forward, to the right and left |
Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used |
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4 |
1 |
Manipulative skills |
Manipulative skills: Dribbling |
By the end of the sub strand the learner should be able to: dribble in different ways for coordination, strength and balance |
Which part of the body is used for dribbling? |
Learners to watch a video clip on a soccer game where the ball is being dribbled Learners to practice dribbling in different ways by: − dribbling in different pathways such as circular, straight, zigzag and circles − dribble objects to varying distances such as near, far |
Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used |
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2 |
Manipulative skills |
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By the end of the sub strand the learner should be able to: dribble in different ways for coordination, strength and balance |
Which part of the body is used for dribbling? Name a game where dribbling used. |
Learners to watch a video clip on a soccer game where the ball is being dribbled Learners to practice dribbling in different ways by: -dribbling in different pathways such as circular, straight, zigzag and circles − dribble objects to varying distances such as near, far |
Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used |
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3 |
Manipulative skills |
Manipulative skills: Dribbling |
By the end of the sub strand the learner should be able to: establish relationships through dribbling for creativity and imagination |
Which part of the body is used for dribbling? Name a game where dribbling is used. |
Learners to dribble individually and in groups Learners to play games that involve dribbling |
Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used |
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4 |
Manipulative skills |
Manipulative skills: Dribbling |
By the end of the sub strand the learner should be able to: establish relationships through dribbling for creativity and imagination |
Which part of the body is used for dribbling? Name a game where dribbling is used. |
Learners to dribble individually and in groups Learners to play games that involve dribbling |
Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used |
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5 |
Manipulative skills |
Manipulative skills: Dribbling |
By the end of the sub strand the learner should be able to: appreciate dribbling for coordination, strength, balance and self-esteem. |
Which part of the body is used for dribbling? Name a game where dribbling is used. |
Learners to dribble individually and in groups Learners to play games that involve dribbling |
Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used |
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5 |
1 |
Manipulative skills |
Manipulative skills: Dribbling |
By the end of the sub strand the learner should be able to: appreciate dribbling for coordination, strength, balance and self-esteem. |
Which part of the body is used for dribbling? Name a game where dribbling is used. |
Learners to dribble individually and in groups Learners to play games that involve dribbling |
Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used |
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2 |
Manipulative skills |
Manipulative skills: Dribbling |
By the end of the sub strand the learner should be able to: play games that involve dribbling for enjoyment; Obey rules when dribbling for own and others safety. |
Which part of the body is used for dribbling? Name a game where dribbling is used. |
Learners to play games that involve dribbling Observe the rules when dribbling for own and others safety |
Field makers, field, bean bags, ropes, Digital devices such as computers and smartphones Video clip of a soccer games where dribbling is being used |
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3 |
Manipulative skills |
Manipulative skills: Dribbling |
By the end of the sub- strand, the learners should be able to: play games that involve dribbling for enjoyment; obey rules when dribbling for own and others safety |
Which part of the body is used for dribbling? Name a game where dribbling is used. |
Learners to play games that involve dribbling Observe the rules when dribbling for own and others safety |
Field makers, field, bean bags, ropes, Digital devices such as computers and smart phones Video clip of a soccer games where the dribbling is being used |
Signed questions and practical |
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4 |
Swimming |
Water safety: H.E.L.P |
By the end of the sub- strand, the learners should be able to: name a floating technique that you know for self- esteem; |
State pool rules that you know |
Learners to name floating techniques that they know Learners to be guided on the meaning of Heat Escape Lessening Postures (H.E.L.P) |
Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used |
Signed questions and practical |
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5 |
Swimming |
Water safety: H.E.L.P |
By the end of the sub- strand, the learners should be able to: give the meaning of the acronym H.E.L.P as used in swimming for self-awareness |
State pool rules that you know |
Learners to name floating techniques that they know Learners to be guided on the meaning of Heat Escape Lessening Postures (H.E.L.P) |
Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used |
Signed questions and practical |
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6 |
1 |
Swimming |
Water safety: H.E.L.P |
By the end of the sub- strand, the learners should be able to: perform H.E.L.P for self-confidence and courage |
State pool rules that you know |
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2 |
Swimming |
Water safety: H.E.L.P |
By the end of the sub- strand, the learners should be able to: practice H.E.L.P for survival; |
State a floating technique that you know. |
Learners to watch a video clip of the H.E.L.P in water Learners to practice H.E.L.P |
Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used |
Signed questions and practical |
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3 |
Swimming |
Water safety: H.E.L.P |
By the end of the sub- strand, the learners should be able to: practice H.E.L.P for survival; |
State a floating technique that you know. |
Learners to watch a video clip of the H.E.L.P in water Learners to practice H.E.L.P |
Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used |
Signed questions and practical |
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4 |
Swimming |
Water safety: H.E.L.P |
By the end of the sub- strand, the learners should be able to: appreciate H.E.L.P for rescue |
State a floating technique that you know. |
Learners to state the importance of H.E.L.P in water such as Huddling with other people in the water lessens the loss of body heat |
Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used |
Signed questions and practical |
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5 |
Swimming |
Water safety: H.E.L.P |
By the end of the sub- strand, the learners should be able to: make relationships while in water for creativity and imagination; |
State a floating technique that you know. |
Learners to state the importance of H.E.L.P in water such as Huddle Position in water is good for morale and rescuers can spot a group more easily than an individual |
Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used |
Signed questions and practical |
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7 |
1 |
Swimming |
Water safety: H.E.L.P |
By the end of the sub- strand, the learners should be able to: observe swimming pool rules for own and others safety |
State a floating technique that you know. |
Learners to observe swimming pool rules for own and others safety |
Field makers Digital devices such as computer and smart phones Video clip of a swimming games where the H.E.L.P is being used |
Signed questions and practical |
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2 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: name the different actions that the arm can make in water for body awareness |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to name the different arm action they can make in water Learners to watch a video clip of the arm action in front crawl in swimming |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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3 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: name the different actions that the arm can make in water for body awareness |
Mention ways in which you can move in water Give the various directions the body can move to in water |
Learners to name the different arm action they can make in water Learners to watch a video clip of the arm action in front crawl in swimming |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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4 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: perform the arm action in front crawl in swimming for strength and coordination |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to name the different arm action they can make in water Learners to watch a video clip of the arm action in front crawl in swimming |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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5 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: perform the arm action in front crawl in swimming for strength and coordination |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to be guided on performing the arm action in front crawl in swimming Learners to practicing the arm action in front crawl in swimming |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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8 |
1 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: practice the arm action in front crawl in swimming for excellence |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to be guided on performing the arm action in front crawl in swimming Learners to practicing the arm action in front crawl in swimming |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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2 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: practice the arm action in front crawl in swimming for excellence |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to be guided on performing the arm action in front crawl in swimming Learners to practicing the arm action in front crawl in swimming |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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3 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: appreciate the arm action in front crawl in swimming for self-esteem |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to be guided on performing the arm action in front crawl in swimming Learners to practicing the arm action in front crawl in swimming |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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4 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: make relationships in water for courage |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to enjoy playing simple water games Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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5 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: make relationships in water for courage |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to enjoy playing simple water games Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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9 |
1 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: play simple water games for enjoyment |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to enjoy playing simple water games Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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2 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: play simple water games for enjoyment |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to enjoy playing simple water games Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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3 |
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Basic swimming skills: Arm action in water- front crawl |
By the end of the sub- strand, the learners should be able to: observe safety when performing the arm action in front crawl in swimming for own and others safety |
Mention ways in which you can move in water. Give the various directions the body can move to in water |
Learners to enjoy playing simple water games Learners to observe safety rules while performing the arm action in front crawl in swimming and when playing water games for safety |
Digital devices such as computer and smart phones Video clip of a swimming games where the arm front crawl is used |
Signed questions and practical |
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4 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub strand the learner should be able to: name the different actions that the leg can make in water for body awareness |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to name the different leg actions they can make in water Learners to watch a video clip of kicking –leg action in front crawl in swimming |
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Signed questions and practical |
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5 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub strand the learner should be able to: name the different actions that the leg can make in water for body awareness |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to name the different leg actions they can make in water Learners to watch a video clip of kicking –leg action in front crawl in swimming |
Digital devices such as computers and smartphones Video clip of a swimming games the leg kicking in water is being used. |
Signed questions and practical |
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10 |
1 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub- strand, the learner should be able to: perform kicking- leg action in front crawl in swimming for strength and coordination |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to watch a video clip of kicking – leg action in front crawl in swimming Learners to be guided on performing kicking –leg action in front crawl in swimming |
Digital devices such as computers and smartphones Video clip of a swimming games the leg kicking in water is being used. |
Signed questions and practical |
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2 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub- strand, the learner should be able to: perform kicking- leg action in front crawl in swimming for strength and coordination |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to watch a video clip of kicking – leg action in front crawl in swimming Learners to be guided on performing kicking –leg action in front crawl in swimming |
Digital devices such as computers and smartphones Video clip of a swimming games the leg kicking in water is being used. |
Signed questions and practical |
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3 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub strand the learner should be able to: practice kicking –leg action in front crawl in swimming for excellence |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to practice kicking leg action in front crawl in swimming Learners to enjoy playing simple water games |
Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used. |
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4 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub- strand, the learner should be able to: practice kicking –leg action in front crawl in swimming for excellence |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to practice kicking-leg action in front crawl in swimming Learners to enjoy playing simple water games |
Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used. |
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5 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub strand the learner should be able to: appreciate kicking-leg action in front crawl in swimming for self-esteem |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety |
Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used. |
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11 |
1 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub- strand, the learner should be able to: appreciate kicking-leg action in front crawl in swimming for self-esteem |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety |
Digital devices such as computers and smartphones Video clip of a swimming games the leg kicking in water is being used. |
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2 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub- strand, the learner should be able to: make relationships in water for courage |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety |
Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used. |
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3 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub- strand, the learner should be able to: make relationships in water for courage |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety |
Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used. |
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4 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl |
By the end of the sub- strand, the learner should be able to: play simple water game for enjoyment; Observe safety when performing kicking – leg action in front crawl in swimming for own and others safety |
Name body part used for kicking in water. Mention any floating technique they know |
Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety |
Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used. |
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5 |
Swimming |
Basic swimming skills: Kicking (Leg action in water) in front crawl Starfish float
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By the end of the sub- strand, the learner should be able to: play simple water game for enjoyment; Observe safety when performing kicking – leg action in front crawl in swimming for own and others safety |
Name body part used for kicking in water. Mention any floating technique they know Mention some objects that may float in water. Name animals that live in water |
Learners to observe safety rules while performing kicking- leg action in front crawl in swimming and when playing water games for safety |
Digital devices such as computers and smart phones Video clip of a swimming games the leg kicking in water is being used. |
|
|
Movement Schemes - Grade 3 Schemes of Work Term 1 2023
|
Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Key inquiry question |
Learning experiences |
Learning resources |
Assessment |
Remarks |
|
1 |
1 |
Basic Motor Skills |
Locomotor skill: Skipping |
By the end of the sub strand, the learners should be able to: name the parts of the body that are in use when skipping for body awareness |
Name physical activities that can be performed using a rope |
Learners to answer questions on the parts of the body in use when skipping |
field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping |
Signed questions and Practicals. |
|
|
|
2 |
Basic Motor Skills |
Locomotor skill: Skipping |
By the end of the sub- strand, the learners should be able to: perform skipping in different ways for strength, coordination, balance and for space awareness |
Name physical activities that can be performed using a rope |
Learners in groups to watch a video clip of people skipping |
field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping |
Signed questions and Practicals. |
|
|
|
3 |
Basic Motor Skills |
Locomotor skill: Skipping |
By the end of the sub- strand, the learners should be able to: practice skipping in different ways for strength, coordination, balance and for excellence |
Name physical activities that can be performed using a rope |
Learners to practice Skipping in different ways by: § skip in different directions forward, backward |
field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping |
Signed questions and practical. |
|
|
|
4 |
Basic Motor Skills |
Locomotor skill: Skipping |
By the end of the sub- strand, the learners should be able to: practice skipping in different ways for strength, coordination, balance and for excellence |
Name physical activities that can be performed using a rope |
Learners to practice Skipping in different ways by: § skip in different directions , to the right - to the left circular - straight curved zigzag |
field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping |
Signed questions and practical. |
|
|
|
5 |
Basic Motor Skills |
Locomotor skill: Skipping |
By the end of the sub- strand, the learners should be able to: establish relationships through skipping creativity and imagination |
Name physical activities that can be performed using a rope |
skip in different levels low medium high |
field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping |
Signed questions and practical. |
|
|
2 |
1 |
Basic Motor Skills |
Locomotor skill: Skipping |
By the end of the sub- strand, the learners should be able to: establish relationships through skipping creativity and imagination |
Name physical activities that can be performed using a rope |
learners to skip in varying tempo such as slowly, moderate and fast and make shapes (square , circle, rectangle etc. |
field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping |
Signed questions and practical. |
|
|
|
2 |
Basic Motor Skills |
Locomotor skill: Skipping |
By the end of the sub- strand, the learners should be able to: appreciate skipping for strength, coordination and balance |
Name physical activities that can be performed using a rope |
establish relationships such as mirroring, over, under, though, on beside, along and between learners in groups to walk and make letters of the alphabet such as such as A, C, D, I, L, |
field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping |
Signed questions and practical. |
|
|
|
3 |
Basic Motor Skills |
Locomotor skill: Skipping |
By the end of the sub- strand, the learners should be able to: play games that involve skipping for enjoyment |
Name physical activities that can be performed using a rope |
learners in groups to walk and make numbers such as 6,7,8 learners to make a combination of levels, pathways, tempo and skip |
field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping |
Signed questions and practical. |
|
|
|
4 |
Basic Motor Skills |
Locomotor skill: Skipping |
By the end of the sub- strand, the learners should be able to: obey rules when skipping for own and others safety |
Name physical activities that can be performed using a rope |
Learners to play games that involve skipping Learners to obey rules as they skip and play games |
field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping |
Signed questions and practical |
|
|
|
5 |
Basic |
Locomotor skill: Galloping |
By the end of the sub strand, the learner should be able to: name the parts of the body that are in use when galloping for body awareness |
Name the animals that gallop. How can you use the skill gallop in your daily life? |
Learners to answer questions on the animals that gallop Learners watch a video of the animals that gallop |
Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping |
|
|
|
3 |
1 |
Motor Skills |
Locomotor skill: Galloping |
By the end of the sub strand, the learner should be able to: perform gallop in different ways for strength, coordination, balance, and for space awareness |
Name the animals that gallop. How can you use the skill gallop in your daily life? |
Learners to practice galloping in different ways by: § gallop in different directions forward, backward, to the right to the left |
Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping |
questions and practical |
|
|
|
2 |
Basic |
Locomotor skill: Galloping |
By the end of the sub strand, the learner should be able to: perform gallop in different ways for strength, coordination, balance, and for space awareness |
Name the animals that gallop. How can you use the skill gallop in your daily life |
Learners to practice galloping in different ways by: § gallop in different directions forward, backward, to the right to the left |
Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping |
|
|
|
|
3 |
Motor Skills |
Locomotor skill: Galloping |
By the end of the sub strand, the learner should be able to: perform gallop in different ways for strength, coordination, balance, and for space awareness |
Name the animals that gallop. How can you use the skill gallop in you daily life |
gallop in different pathways circular straight curved zigzag |
Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping |
|
|
|
|
4 |
Basic |
Locomotor skill: Galloping |
By the end of the sub strand, the learner should be able to: practice galloping for strength, coordination and balance for excellence |
Name the animals that gallop. How can you use the skill gallop in your daily life? |
gallop in different pathways circular straight curved zigzag |
Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping |
|
|
|
|
5 |
Motor Skills |
Locomotor skill: Galloping |
By the end of the sub strand, the learner should be able to: establish relationships through galloping for creativity and self-esteem; |
Name the animals that gallop. How can you use the skill gallop in your daily life? |
Learners establish relationships such as under mirroring etc. |
Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping |
Signed questions and practical |
|
|
4 |
1 |
Basic |
Locomotor skill: Galloping |
By the end of the sub strand, the learner should be able to: appreciate galloping for strength, coordination and balance play games that involve galloping for enjoyment |
Name the animals that gallop. How can you use the skill gallop in your daily life? |
Learners in groups to gallop and make letters of the alphabet such as such as C, I, L, O, learners in groups to gallop and make numbers such as 7, 6, 3 |
Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping |
Signed questions and practical |
|
|
|
2 |
Basic |
Locomotor skill: Galloping |
By the end of the sub strand, the learner should be able to: obey rules when galloping for own and others safety |
Name the animals that gallop. How can you use the skill gallop in your daily life? |
combination of levels, pathways, tempo and gallop Learners to play games that involve galloping Learners to obey rules as they gallop and play games |
Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping |
Signed questions and practical |
|
|
|
3 |
Basic Motor Skills |
Locomotor skills: Dodging |
By the end of the sub strand the learners should be able to: name the parts of the body that are in use when dogging for body awareness; |
Mention games that you can play using dodging |
Learners to answer questions on the games where the dodging skill is used Learners to watch video clips of learners dodging in a game of netball |
Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used |
Signed questions and practical |
|
|
|
4 |
Basic Motor Skills |
Locomotor skills: Dodging Locomotor skills: Dodging |
By the end of the sub- strand, the learners should be able to: doge in different ways for strength, coordination, health and balance |
Mention games that you can play using dodging |
Learners to answer questions on the games where the dodging skill is used Learners to watch video clips of learners dodging in a game of netball |
Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used |
Signed questions and practical |
|
|
|
5 |
Basic Motor Skills |
Locomotor skills: Dodging |
By the end of the sub- strand, the learners should be able to: practice dogging in different ways for strength, coordination, health, balance, and for excellence |
What do you do to avoid being hit by a kicked ball |
Learners to practice dodging in different ways by: § dodging in different directions − forward, − backward, − to the right − to the left |
Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used |
|
|
|
5 |
1 |
Basic Motor Skills |
Locomotor skills: Dodging |
By the end of the sub- strand, the learners should be able to: establish relationships through dodging for creativity and imagination |
What do you do to avoid being hit by a kicked ball |
dodging in different pathways − circular − straight − curved − zigzag § dodging in different levels, slowly moderate and fast |
Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used |
Signed questions and practical |
|
|
|
2 |
Basic Motor Skills |
Locomotor skills: Dodging |
By the end of the sub- strand, the learners should be able to: appreciate dodging for strength, coordination and balance |
Mention games that you can play using dodging. What do you do to avoid being hit by a kicked ball? |
dodging in different pathways − circular − straight − curved − zigzag § dodging in different levels, slowly moderate and fast |
Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used |
Signed questions and practical |
|
|
|
3 |
Basic Motor Skills |
Locomotor skills: Dodging |
By the end of the sub- strand, the learners should be able to: play games that involve dodging for enjoyment |
Mention games that you can play using dodging. What do you do to avoid being hit by a kicked ball? |
Knee boxing: In twos partners try to touch knees; each partner must dodge to avoid being touched. Picking the medal: You have won a gold medal in a race, as you walk to the car somebody tries to take it. You hide it behind the back, as your partner tries to take it you keep dodging to make sure it is not taken. (The activity to be done in twos or threes. hands should be used to maintain the medal at the back not for defense (hands and arms only for taking). |
Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used |
Signed questions and practical |
|
|
|
4 |
Basic Motor Skills |
Locomotor skills: Dodging |
By the end of the sub- strand, the learners should be able to: obey rules when dodging for own and others safety. |
Mention games that you can play using dodging. What do you do to avoid being hit by a kicked ball? |
Learners to play games while using the skill dodging Learners to obey rules as they dodge and play games |
Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used |
Signed questions and practical |
|
|
|
5 |
Basic Motor Skills |
Locomotor skill Sliding |
By the end of the sub- strand, the learners should be able to: name the parts of the body that are in use when sliding for body awareness |
How can you use the skill sliding (side gallop) in your daily routine? |
Learners to answer questions on the parts of the body that are in use when sliding Learners watch a video clip of the animals that slide |
Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal |
questions and practical |
|
|
6 |
1 |
Basic Motor Skills |
Locomotor skill Sliding |
By the end of the sub strand the learner should be able to perform sliding in different ways for strength, coordination, health, balance, and excellence |
How can you use the skill sliding (side gallop) in your daily routine? |
Learners watch a video clip of the animals that slide Learners to practice sliding in different ways by: o gallop in different directions forward, - backward, to the right to the left |
Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal |
questions and practical |
|
|
|
2 |
Basic Motor Skills |
Locomotor skill Sliding |
By the end of the sub strand the learner should be able to practice sliding in different ways for strength, coordination, health, balance, and excellence |
Name animals that slid for movement |
slide in different pathways circular straight curved zigzag |
Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal |
questions and practical |
|
|
|
3 |
Basic Motor Skills |
Locomotor skill Sliding |
By the end of the sub strand the learner should be able to establish relationships through sliding for creativity and imagination |
Name animals that slid for movement |
learners to slide in varying tempo and make shapes: learners to establish relationships such as under, on, through, round, between, sideways etc. |
Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal |
questions and practical |
|
|
|
4 |
Basic Motor Skills |
Locomotor skill Sliding |
By the end of the sub strand the learner should be able to appreciate sliding for strength, coordination, health, balance, and self-esteem |
Name animals that slid for movement |
Learners in groups to slide and make letters of the alphabet such as such as O, N, T, W, Y, learners in groups to slide and make numbers ,5, 6, 7, 8 |
Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal |
questions and practical |
|
|
|
5 |
Basic Motor Skills |
Locomotor skill Sliding |
By the end of the sub strand the learner should be able to play games that involve sliding for enjoyment obey rules when sliding for own and others safety |
Name animals that slid for movement |
learners to make a combination of levels, pathways, tempo and slide Learners to play games that involve sliding Learners to obey rules as they slide and play games |
Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal |
questions and practical |
|
|
7 |
1 |
Basic Motor Skills |
Non-locomotor: Twisting |
By the end of the sub- strand the learner should be able to: name the parts of the body that can twist |
Which parts of the body can twist? Name an activity that involves twisting |
Learners name the parts of the body that can twist such as neck, arm trunk and legs |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones |
questions and practical |
|
|
|
2 |
Basic Motor Skills |
Non-locomotor: Twisting |
By the end of the sub strand the learner should be able to perform twisting in different directions for agility and flexibility |
Which parts of the body can twist? Name an activity that involves twisting |
Learners to watch video clips of ballet dancers learners to practice twisting individually and in groups |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones |
questions and practical |
|
|
|
3 |
Basic Motor Skills |
Non-locomotor: Twisting |
By the end of the sub-strand the learner should be able to practice twisting in different directions for agility, flexibility and excellence |
Which parts of the body can twist? Name an activity that involves twisting |
Learners participate in twisting activities |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones |
questions and practical |
|
|
|
4 |
Basic Motor Skills |
Non-locomotor: Twisting |
By the end of the sub strand the learner should be able to establish relationships for creativity and imagination |
Which parts of the body can twist? Name an activity that involves twisting |
Learners participate in twisting activities |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones |
questions and practical |
|
|
|
5 |
Basic Motor Skills |
Non-locomotor: Twisting |
By the end of the sub strand the learner should be able to appreciate twisting for self-esteem |
Which parts of the body can twist? Name an activity that involves twisting |
Learners participate in twisting activities |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones |
questions and practical |
|
|
8 |
1 |
Basic Motor Skills |
Non-locomotor: Twisting |
By the end of the sub strand the learner should be able to obey rules while twisting for own and others safety |
Which parts of the body can twist? Name an activity that involves twisting |
Observe rules while twisting for own and others safety |
Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones |
questions and practical |
|
|
|
2 |
Basic Motor Skills |
Manipulative skills: Striking |
By the end of the sub strand the learner should be able to: name the parts of the body that are involved in striking for body awareness |
Which parts of the body is used for striking? |
Learners answer questions on the parts of the body that are used for striking Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket |
Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones Video clip of games where the striking skill is used such as rounder and cricket |
Signed questions and practical |
|
|
|
3 |
Basic Motor Skills |
Manipulative skills: Striking |
By the end of the sub strand the learner should be able to: perform striking in different ways for Strength, coordination and balance |
Which parts of the body is used for striking? |
Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket practice striking in different ways by: − striking in different directions such as forward, backward, to right and left − striking sideways |
Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones Video clip of games where the striking skill is used such as rounder and cricket |
Signed questions and practical |
|
|
|
4 |
Basic Motor Skills |
Manipulative skills: Striking |
By the end of the sub strand the learner should be able to: practice striking in different ways for Strength, coordination , balance and excellence |
Name a game where the striking skill is used. |
Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket practice striking in different ways by: − striking in different directions such as forward, backward, to right and left − striking sideways |
Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones Video clip of games where the striking skill is used such as rounder and cricket |
Signed questions and practical |
|
|
|
5 |
Basic Motor Skills |
Manipulative skills: Striking |
By the end of the sub-strand the learner should be able to: establish relationships through striking for creativity and imagination |
Name a game where the striking skill is used. |
Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket practice striking in different ways by: − striking in different directions such as forward, backward, to right and left − striking sideways strike in different levels such as low, medium and high − strike an object to varying distances such as near, far |
Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones Video clip of games where the striking skill is used such as rounder and cricket |
Signed questions and practical |
|
|
9 |
1 |
Basic Motor Skills |
Manipulative skills: Striking |
By the end of the sub strand the learner should be able to: appreciate striking for Strength, coordination and balance for self-esteem play games that involve striking for enjoyment obey rules when striking for own and others safety |
Name a game where the striking skill is used. |
Learners to play games that involve striking Learners to observe rules as they play games |
Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones Video clip of games where the striking skill is used such as rounder and cricket |
Signed questions and practical |
|
|
10 |
END OF TERM ASSESSMENT |
||||||||
Movement Schemes - Grade 2 Schemes of Work Term 3 2023
|
WEEK |
LESSON |
STRAND |
SUB-TRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUARY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REFLECTION |
|
1 |
1 |
Swimming |
Horizontal float |
By the end of the lesson the learner should be able to: name some objects that may float in water |
name different positions for floating in water |
Learners to name objects that can float in water |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Horizontal float |
By the end of the lesson the learner should be able to: perform the horizontal float technique in water for survival |
name different positions for floating in water |
Learners to watch video clips of the horizontal float. |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Horizontal float |
By the end of the lesson the learner should be able to: perform the horizontal float technique in water for survival |
name different positions for floating in water |
Learners to watch video clips of the horizontal float. |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Horizontal float |
By the end of the lesson the learner should be able to: practice floating in water using the horizontal float for excellence |
name different positions for floating in water |
Learners individually and in pairs to practice the horizontal float |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Horizontal float |
By the end of the lesson the learner should be able to: practice floating in water using the horizontal float for excellence |
name different positions for floating in water |
Learners individually and in pairs to practice the horizontal float |
Regalia charts |
Observation Oral questions |
|
|
2 |
1 |
|
Horizontal float |
By the end of the lesson the learner should be able to: appreciate floating on water in different directions using the horizontal float for survival |
why is it important to float in water |
Learners to cooperate while playing simple water games |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Horizontal float |
By the end of the lesson the learner should be able to: play simple water games for enjoyment, collaboration and peaceful co-existence, |
why is it important to float in water |
Learners to cooperate while playing simple water games |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Horizontal float |
By the end of the lesson the learner should be able to: play simple water games for enjoyment, collaboration and peaceful co-existence, |
why is it important to float in water |
Learners to cooperate while playing simple water games |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Horizontal float |
By the end of the lesson the learner should be able to play simple water games for enjoyment, collaboration and peaceful co-existence,
|
why is it important to float in water |
Learners to cooperate while playing simple water games |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Horizontal float |
By the end of the lesson the learner should be able to: obey swimming pool rules for own and others safety |
why is it important to float in water |
Learners to obey swimming pool rules for safety |
Regalia charts |
Observation Oral questions |
|
|
3 |
1-2 |
|
Gliding |
By the end of the lesson the learner should be able to name some animals that live in water |
Name some of the animals you know that live in water |
Learners to name some animals that live in water |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Gliding |
By the end of the lesson the learner should be able to perform gliding in water for confidence |
Name some of the animals you know that live in water |
Learners to individually and in groups to practice gliding in water. |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Gliding |
By the end of the lesson the learner should be able to practice gliding in water for self-esteem |
Name some of the animals you know that live in water |
Learners to individually and in groups to practice gliding in water. |
Regalia charts |
Observation Oral questions |
|
|
4 |
1-2 |
|
Gliding |
By the end of the lesson the learner should be able to establish relationships while gliding in water for creativity and imagination |
Name some of the animals you know that live in water |
Learners to individually and in groups to practice gliding in water. |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Gliding |
By the end of the lesson the learner should be able to play simple water games for enjoyment creativity and peaceful coexistence |
Name some of the animals you know that live in water |
Learners to play simple water games while gliding in water |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Gliding |
By the end of the lesson the learner should be able to obey rules while playing water games for own and others safety |
Name some of the animals you know that live in water |
Learners to obey swimming pool rules for own and others safety. |
Regalia charts |
Observation Oral questions |
|
|
5 |
1-2 |
Gymnastics |
Back to back balance |
By the end of the lesson the learner should be able to name the parts of the body that are involved in back to back balance |
Name parts of the body involved in back to back balance |
Learners to name the parts of the body that are involved in back to back balance |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Back to back balance |
By the end of the lesson the learner should be able to perform back to back balance for strength |
Name parts of the body involved in back to back balance |
Learners to perform back to back balance |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Back to back balance |
By the end of the lesson the learner should be able to practice back to back balance for strength and creativity, |
Name parts of the body involved in back to back balance |
Learners to perform back to back balance |
Regalia charts |
Observation Oral questions |
|
|
6 |
1 |
Gymnastics |
Wheel barrow balance |
By the end of the lesson the learner should be able to name the parts of the body that are in use when performing the wheel barrow balance for body awareness |
How many types of gymnastic balances do you know |
Learners to answer questions on the parts of the body that are used when performing the wheel barrow balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Wheel barrow balance |
By the end of the lesson the learner should be able to perform the wheel barrow balance for strength |
How many types of gymnastic balances do you know |
Learners to be guided in performing the wheel barrow balances |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Wheel barrow balance |
By the end of the lesson the learner should be able to practice the wheel barrow balance for strength and creativity |
How many types of gymnastic balances do you know |
Learners to be guided in performing the wheel barrow balances |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Wheel barrow balance |
By the end of the lesson the learner should be able to play simple games for enjoyment, collaboration, and peaceful co-existence |
How many types of gymnastic balances do you know |
Learners to pair up and practice the wheelbarrow balance |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Wheel barrow balance |
By the end of the lesson the learner should be able to obey rules for own and others safety. |
How many types of gymnastic balances do you know |
Learners to obey rules when performing the wheel barrow balance for own and others safety |
Regalia charts |
Observation Oral questions |
|
|
7 |
1 |
Gymnastics |
Forward roll |
By the end of the lesson the learner should be able to name the parts of the body that are in use when performing forward roll for body awareness, |
Name any roll you know |
Learners mention gymnastic rolls they know |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
Gymnastics |
Forward roll |
By the end of the lesson the learner should be able to perform forward roll in different ways for agility flexibility and balance |
Name any roll you know |
Learners perform the forward roll |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
Gymnastics |
Forward roll |
By the end of the lesson the learner should be able to practice performing the forward roll in different ways for agility, flexibility , balance and for excellence |
Name any roll you know |
Learners to practice the forward roll |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
Gymnastics |
Forward roll |
By the end of the lesson the learner should be able to appreciate performing the forward roll in different ways for agility, flexibility, balance and self-esteem |
Name any roll you know |
Learners play simple games using various rolls |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
Gymnastics |
Forward roll |
By the end of the lesson the learner should be able to establish relationships through performing the forward roll in different ways for agility, flexibility , balance and for critical thinking and problem solving, |
Name any roll you know |
Learners play simple games using various rolls |
Regalia charts |
Observation Oral questions |
|
|
8 |
1 |
|
Wheelbarrow walk |
By the end of the lesson the learner should be able to explore the different ways of moving from one point to the next for self-esteem |
Mention ways in which the body can move on the ground |
Learners identify ways the body can move from one point to another |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Wheelbarrow walk |
By the end of the lesson the learner should be able to perform the wheelbarrow walk for strength and balance |
Mention ways in which the body can move on the ground |
Learners to perform the wheelbarrow walk |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Wheelbarrow walk |
By the end of the lesson the learner should be able to practice the wheelbarrow walk for strength and balance |
Mention ways in which the body can move on the ground |
Learners to practice the wheelbarrow walk in groups |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Wheelbarrow walk |
By the end of the lesson the learner should be able to play simple games for enjoyment creativity, collaboration, and peaceful coexistence, |
Mention ways in which the body can move on the ground |
learners to play games for enjoyment |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Wheelbarrow walk |
By the end of the lesson the learner should be able to obey rules for own and others safety |
Mention ways in which the body can move on the ground |
Observe the rules when performing the wheelbarrow walk. |
Regalia charts |
Observation Oral questions |
|
|
9&10 |
ASSESSEMENT |
||||||||
Movement Schemes - Grade 2 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 |
Manipulative Skills |
Stopping |
By the end of the strand the learner should be able to: name the parts of the body that are in use when Stopping for body awareness |
How can you stop a kicked ball? which body parts are used in kicking the ball |
the parts of the body that are used for stopping Learners to watch video clips of a ball being stopped |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
|
2 |
Manipulative Skills |
Stopping |
By the end of the strand the learner should be able to: name the parts of the body that are in use when Stopping for body awareness |
How can you stop a kicked ball? which body parts are used in kicking the ball |
the parts of the body that are used for stopping Learners to watch video clips of a ball being stopped |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile Phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
|
3 |
Manipulative Skills |
Stopping |
By the end of the strand the learner should be able to: name the parts of the body that are in use when Stopping for body awareness |
How can you stop a kicked ball? which body parts are used in kicking the ball |
the parts of the body that are used for stopping Learners to watch video clips of a ball being stopped |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
|
4 |
Manipulative Skills |
Stopping |
By the end of the sub-strand the learner should be able to: perform stopping from different directions for strength, coordination, endurance and space awareness |
How can you stop a kicked ball? which body parts are used in kicking the ball |
Learners to practice stopping the ball from different directions such as stop from front, from the side stop from the left - stop from the right Learners to pair up and practice stopping |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
|
5 |
Manipulative Skills |
Stopping |
By the end of the sub-strand the learner should be able to: perform stopping from different directions for strength, coordination, endurance and space awareness |
How can you stop a kicked ball? which body parts are used in kicking the ball |
Learners to practice stopping the ball from different directions such as stop from front, from the side stop from the left stop from the right Learners to pair up and practice stopping |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
2 |
1 |
Manipulative Skills |
Stopping |
By the end of the sub-strand the learner should be able to: perform stopping from different directions for strength, coordination, endurance and space awareness |
How can you stop a kicked ball? which body parts are used in kicking the ball |
Learners to practice stopping the ball from different directions such as stop from front, from the side stop from the left - stop from the right Learners to pair up and practice stopping |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
|
2 |
Manipulative Skills |
Stopping |
By the end of the sub-strand the learner should be able to: establish relationships through stopping for self-esteem |
How can you stop a kicked ball? which body parts are used in kicking the ball |
learners in groups practice stopping Learners to play games using kicking skill |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
|
3 |
Manipulative Skills |
Stopping |
By the end of the sub-strand the learner should be able to: appreciate stopping for strength, endurance and creativity |
How can you stop a kicked ball? which body parts are used in kicking the ball |
learners in groups practice stopping Learners to play games using kicking skill |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
|
4 |
Manipulative Skills |
Stopping |
By the end of the sub-strand the learner should be able to: appreciate stopping for strength, endurance and creativity |
How can you stop a kicked ball? which body parts are used in kicking the ball |
Learners to play games using kicking skill Learners observe safety when playing games |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
|
5 |
Manipulative Skills |
Stopping |
By the end of the sub-strand the learner should be able to: play games that involve stopping for enjoyment |
How can you stop a kicked ball? which body parts are used in kicking the ball |
Learners to play games using kicking skill Learners observe safety when playing games |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
3 |
1 |
Manipulative Skills |
Stopping |
By the end of the sub-strand the learner should be able to: play games that involve stopping for enjoyment |
How can you stop a kicked ball? which body parts are used in kicking the ball |
Learners to play games using kicking skill Learners observe safety when playing games |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
|
2 |
Manipulative Skills |
Stopping |
By the end of the sub-strand the learner should be able to: Observe rules when Stopping for own and others safety. |
How can you stop a kicked ball? which body parts are used in kicking the ball |
Learners to play games using kicking skill Learners observe safety when playing games |
Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball |
Signed questions and practical activities. |
|
|
|
3 |
Swimming |
Water Safety: Signs of drowning |
By the end of the sub-strand, the learner should be able to: Name some items that sink and float in water for floating awareness |
Name items that sink in water |
Learners to answer questions on items that sink and float in water. Learners to watch a clip of people drowning and role play |
Swimming pool Floatation devices Digital devices such as computer and mobile phones video clips of people drowning |
Signed questions and practical activities |
|
|
|
4 |
Swimming |
Water Safety: Signs of drowning |
By the end of the sub-strand, the learner should be able to: Name some items that sink and float in water for floating awareness |
Name items that sink in water |
Learners to answer questions on items that sink and float in water. Learners to watch a clip of people drowning and role play |
Swimming pool Floatation devices Digital devices such as computer and mobile phones video clips of people drowning |
Signed questions and practical activities |
|
|
|
5 |
Swimming |
Water Safety: Signs of drowning |
By the end of the sub-strand the learner should be able to: identify a drowning person for rescue; |
Name items that sink in water |
Learners to watch a clip of people drowning and role play. Learners to answer questions on why a person may get into trouble in water: a person may get into trouble in water because of. − not knowing how to swim − becoming tired in the water |
Swimming pool Floatation devices Digital devices such as computer and mobile phones video clips of people drowning |
Signed questions and practical activities |
|
|
4 |
1 |
Swimming |
Water Safety: Signs of drowning |
By the end of the sub-strand the learner should be able to: identify a drowning person for rescue; |
Have you ever seen a person swimming in the river or swimming pool? |
Learners to watch a clip of people drowning and role play. Learners to answer questions on why a person may get into trouble in water: a person may get into trouble in water because of. − not knowing how to swim − becoming tired in the water |
Swimming pool Floatation devices Digital devices such as computer and mobile phones video clips of people drowning |
Signed questions and practical activities |
|
|
|
2 |
Swimming |
Water Safety: Signs of drowning |
By the end of the sub-strand the learner should be able to: role play a person drowning for rescue awareness |
Have you ever seen a person swimming in the river or swimming pool? |
Learners to watch a clip of people drowning and role play. Learners to answer questions on why a person may get into trouble in water: a person may get into trouble in water because of. − not knowing how to swim − becoming tired in the water − becoming suddenly sick − getting a muscle cramp |
Swimming pool Floatation devices Digital devices such as computer and mobile phones video clips of people drowning |
Signed questions and practical activities |
|
|
|
3 |
Swimming |
Water Safety: Signs of drowning |
By the end of the sub-strand the learner should be able to: role play a person drowning for rescue awareness |
Have you ever seen a person swimming in the river or swimming pool? |
Learners to watch a clip of people drowning and role play. Learners to answer questions on why a person may get into trouble in water: a person may get into trouble in water because of. − not knowing how to swim − becoming tired in the water − becoming suddenly sick − getting a muscle cramp |
Swimming pool Floatation devices Digital devices such as computer and mobile phones video clips of people drowning |
Signed questions and practical activities |
|
|
|
4 |
Swimming |
Water Safety: Signs of drowning |
By the end of the sub-strand the learner should be able to: observe pool rules for own and others safety |
Have you ever seen a person swimming in the river or swimming pool? |
Learners to watch a clip of people drowning and role play. Learners to answer questions on why a person may get into trouble in water: a person may get into trouble in water because of. − not knowing how to swim − becoming tired in the water − becoming suddenly sick − getting a muscle cramp |
Swimming pool Floatation devices Digital devices such as computer and mobile phones video clips of people drowning |
Signed questions and practical activities |
|
|
|
5 |
Swimming |
Water Safety: Rescuing a drowning person |
By the end of the sub strand, the learner should: name a floating technique for self -esteem; |
What would you do if you saw a person drowning |
Signs of a person in trouble in water: May be holding onto a floating object without moving. May be trying to swim to safety but does not seem to be moving forward. The person is calling for help. The person is struggling to remain afloat. Learners to obey the swimming pool rules. |
|
|
|
|
5 |
1 |
Swimming |
Water Safety: Rescuing a drowning person |
By the end of the sub strand, the learner should: name a floating technique for self - esteem; |
What would you do if you saw a person drowning |
Signs of a person in trouble in water: May be holding onto a floating object without moving. May be trying to swim to safety but does not seem to be moving forward. The person is calling for help. The person is struggling to remain afloat. Learners to obey the swimming pool rules. |
Swimming pool Floatation devices Five liter Jerrican A short rope Long ropes One liter plastic bottle, A piece of timber Digital devices such as computer and mobile phones Video clip of rescue items |
Signed questions and practical activities |
|
|
|
2 |
|
Water Safety: Rescuing a drowning person |
By the end of the sub-strand the learner should be able to: name the items that may be used to rescue a drowning person for rescue awareness |
What would you do if you saw a person drowning |
Signs of a person in trouble in water: May be holding onto a floating object without moving. May be trying to swim to safety but does not seem to be moving forward. The person is calling for help. The person is struggling to remain afloat. Learners to obey the swimming pool rules. |
Swimming pool Floatation devices Five liter Jerrican A short rope Long ropes One liter plastic bottle, A piece of timber Digital devices such as computer and mobile phones Video clip of rescue items |
Signed questions and practical activities |
|
|
|
3 |
|
Water Safety: Rescuing a drowning person |
By the end of the sub-strand the learner should be able to: name the items that may be used to rescue a drowning person for rescue awareness |
What items are used to rescue drowning people from your local environment |
Learners to draw and color pictures of the items that can be used to reach out to a person in trouble in water. Learners to carry out a project of making homemade, devices that could be thrown to a drowning person such as a five liter Jerri-can attached to a short rope at the handle for use, a long rope attached to a one litter plastic bottle, use a small piece of timber and attach a rope to it pool rules. |
Swimming pool Floatation devices Five liter Jerrican A short rope Long ropes One liter plastic bottle, A piece of timber Digital devices such as computer and mobile phones Video clip of rescue items |
Signed questions and practical activities |
|
|
|
4 |
|
Water Safety: Rescuing a drowning person |
By the end of the sub-strand the learner should be able to: design homemade rescuing devices for use in rescuing a drowning person |
What items are used to rescue drowning people from your local environment |
Learners to name floating techniques that they know. Learners to name some of the items that can be used to rescue a drowning person. Learners to watch picture or clips of various rescue items that can be thrown to a person who is drowning. |
Swimming pool Floatation devices Five liter Jerrican A short rope Long ropes One liter plastic bottle, A piece of timber Digital devices such as computer and mobile phones Video clip of rescue items |
Signed questions and practical activities |
|
|
|
5 |
|
Water Safety: Rescuing a drowning person |
By the end of the sub-strand the learner should be able to: design homemade rescuing devices for use in rescuing a drowning person |
What items are used to rescue drowning people from your local environment |
Learners to name floating techniques that they know. Learners to name some of the items that can be used to rescue a drowning person. Learners to watch picture or clips of various rescue items that can be thrown to a person who is drowning. The swimming pool rules. |
Swimming pool Floatation devices Five liter Jerrican A short rope Long ropes One liter plastic bottle, A piece of timber Digital devices such as computer and mobile phones Video clip of rescue items |
Signed questions and practical activities |
|
|
6 |
1 |
|
Water Safety: Rescuing a drowning person |
By the end of the sub-strand the learner should be able to: role play rescuing a person who is drowning for safety |
What items are used to rescue drowning people from your local environment |
Learners to name floating techniques that they know. Learners to name some of the items that can be used to rescue a drowning person. Learners to watch picture or clips of various rescue items that can be thrown to a person who is drowning. |
Swimming pool Floatation devices Five liter Jerrican A short rope Long ropes One liter plastic bottle, A piece of timber Digital devices such as computer and mobile phones Video clip of rescue items |
Signed questions and practical activities |
|
|
2 |
Water Safety: Rescuing a drowning person |
By the end of the sub-strand the learner should be able to: observe caution while near water bodies for own and others safety |
What items are used to rescue drowning people from your local environment |
Learners to name floating techniques that they know. Learners to name Some of the items that can be used to rescue a drowning person. Learners to watch picture or clips of various rescue items that can be thrown to a person who is drowning. Remain afloat. |
Swimming pool Floatation devices Five liter Jerri-can A short rope Long ropes One liter plastic bottle, A piece of timber Digital devices such as computer and mobile phones Video clip of rescue items |
Signed questions and practical activities |
|||
|
|
3 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand, the learner should be able to: identify ways in which to move in water for water confidence; |
State some pool rules |
|
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
|
4 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand, the learner should be able to: identify ways in which to move in water for water confidence; |
State some pool rules Mention the parts of the body that are used for treading |
Learners to answer question on ways of moving in water. Learners to watch video clips of people treading water. Learners to practice treading water individually and in groups. |
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
|
5 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand, the learner should be able to: identify ways in which to move in water for water confidence; |
State some pool rules Mention the parts of the body that are used for treading |
Learners to answer question on ways of moving in water. Learners to watch video clips of people treading water. Learners to practice treading water individually and in groups. |
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
7 |
1 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand the learner should be able to: perform treading in water for endurance, buoyancy and for self-esteem |
State some pool rules Mention the parts of the body that are used for treading |
Learners to play water games while treading. Observe pool rules for own and others safety |
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
|
2 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand the learner should be able to: perform treading in water for endurance, buoyancy and for self-esteem |
State some pool rules Mention the parts of the body that are used for treading |
Learners to play water games while treading. Observe pool rules for own and others safety |
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
|
3 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand the learner should be able to: practice treading in water for endurance, buoyancy and for creativity |
State some pool rules Mention the parts of the body that are used for treading |
Learners to practice treading water individually and in groups. Learners to play water games while treading. Observe pool rules for own and others safety |
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
|
4 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand the learner should be able to: practice treading in water for endurance, buoyancy and for creativity |
State some pool rules Mention the parts of the body that are used for treading |
Learners to practice treading water individually and in groups. Learners to play water games while treading. Observe pool rules for own and others safety |
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
|
5 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand the learner should be able to: appreciate treading water for endurance and buoyancy; |
State some pool rules Mention the parts of the body that are used for treading |
Learners to practice treading water individually and in groups. Learners to play water games while treading. Observe pool rules for own and others safety |
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
8 |
1 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand the learner should be able to: appreciate treading water for endurance and buoyancy; |
State some pool rules Mention the parts of the body that are used for treading |
Learners to practice treading water individually and in groups. Learners to play water games while treading. Observe pool rules for own and others safety |
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
|
2 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand the learner should be able to: play water games while treading water for enjoyment |
State some pool rules Mention the parts of the body that are used for treading |
Learners to practice treading water individually and in groups. Learners to play water games while treading. Observe pool rules for own and others safety |
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
|
3 |
|
Basic Swimming skills: Treading water |
By the end of the sub-strand the learner should be able to: play water games while treading water for enjoyment |
State some pool rules Mention the parts of the body that are used for treading |
Learners to practice treading water individually and in groups. Learners to play water games while treading. Observe pool rules for own and others safety |
Swimming pool Floatation devices |
Signed questions and practical activities |
|
|
|
4 |
|
Basic swimming Skills: Horizontal float (Back float |
By the end of the sub-strand the learner should be able to: name some objects that can float in water |
Name different positions for floating in water. Why is it important to float in water? |
Learners to name objects that can float in water; Learners to watch video clips of the horizontal float; Learners individually and in pairs to practice the horizontal float |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
|
5 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: name some objects that can float in water |
Name different positions for floating in water. Why is it important to float in water? |
Learners to name objects that can float in water; Learners to watch video clips of the horizontal float; Learners individually and in pairs to practice the horizontal float |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
9 |
1 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: use the Horizontal float to float in water in different directions for self-awareness |
Name different positions for floating in water. Why is it important to float in water? |
Learners to name objects that can float in water; Learners to watch video clips of the horizontal float; Learners individually and in pairs to practice the horizontal float |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
|
2 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: use the Horizontal float to float in water in different directions for self-awareness |
Name different positions for floating in water. Why is it important to float in water? |
Learners individually and in pairs to practice the horizontal float; Learners to cooperate while playing simple water games; |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
|
3 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: appreciate floating on water in different directions using the Horizontal float for creativity |
Name different positions for floating in water. Why is it important to float in water? |
Learners individually and in pairs to practice the horizontal float; Learners to cooperate while playing simple water games; |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
|
4 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: appreciate floating on water in different directions using the Horizontal float for creativity |
Name different positions for floating in water. Why is it important to float in water? |
Learners individually and in pairs to practice the horizontal float; Learners to cooperate while playing simple water games; |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
|
5 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: play simple water games while floating using the Horizontal float for enjoyment |
Name different positions for floating in water. Why is it important to float in water? |
Learners individually and in pairs to practice the horizontal float; Learners to cooperate while playing simple water games; |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
10 |
1 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: play simple water games while floating using the Horizontal float for enjoyment |
Name different positions for floating in water. Why is it important to float in water? |
Learners to cooperate while playing simple water games Learners to obey swimming pool rules. |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
|
2 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: play simple water games while floating using the Horizontal float for enjoyment |
Name different positions for floating in water. Why is it important to float in water? |
Learners to cooperate while playing simple water games Learners to obey swimming pool rules |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
|
3 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: obey swimming pool rules while floating on water for own and others safety |
Name different positions for floating in water. Why is it important to float in water? |
Learners to cooperate while playing simple water games Learners to obey swimming pool rules |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
|
4 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: obey swimming pool rules while floating on water for own and others safety |
Name different positions for floating in water. Why is it important to float in water? |
Learners to cooperate while playing simple water games Learners to obey swimming pool rules |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
|
5 |
|
Basic swimming Skills: Horizontal float (Back float) |
By the end of the sub-strand the learner should be able to: obey swimming pool rules while floating on water for own and others safety |
Name different positions for floating in water. Why is it important to float in water? |
Learners to cooperate while playing simple water games Learners to obey swimming pool rules |
Swimming pool Floatation devices Digital devices such as computer and mobile phones Video clips of the horizontal float Pebbles |
Signed questions and practical activities |
|
|
11 |
END OF TERM ASSESSMENT AND CLOSING |
||||||||
Movement Schemes - Grade 2 Schemes of Work Term 1 2023
| WEEK | LESSON | STRANDS | SUB-STRANDS | SPECIFIC LEARNING OUTCOMES | KEY INQUIRY QUESTIONS | LEARNING EXPERIENCE | LEARNING RESOURCES | ASSESSMENT | REFLECTION |
| 1 | 1-5 | OPENING AND PREPARATION | |||||||
| 2 | 1-5 | 1.0 Basic motor skills |
Locomotor skills: |
By the end of the sub-strand, the
|
|
Learners to answer questions on the
|
Regalia |
Observation Oral questions |
|
| 3 | 1-5 | 1.0 Basic motor skills |
Locomotor skills: |
By the end of the sub-strand, the
|
|
Learners to answer questions on the
|
Regalia |
Observation Oral questions |
|
| 4 | 1-5 | 1.2 Locomotor skills: Leaping | By the end of the sub-strand, the learner should be able to: a) name the parts of the body that are in use when leaping for body awareness, b) watch a video clip of the leaping skill for digital literacy, c) perform leaping in different ways for strength, coordination, endurance and balance, d) practice leaping in different ways for strength, coordination, endurance, balance and for excellence, e) establish relationships through leaping for critical thinking and problem, f) make appropriate play items for creativity and imagination, g) appreciate leaping for strength, coordination, balance and self-esteem, h) play simple games for creativity, enjoyment and peaceful coexistence, i) observe the rules when playing games for own and others safety. |
|
|
Regalia |
Observation Oral questions |
||
| 5 | 1-5 | 1.2 Locomotor skills: Leaping |
By the end of the sub-strand, the
|
|
|
Regalia |
Observation Oral questions |
||
| 6 | 1-5 | 1.3 Locomotor Skill: Jumping for distance |
By the end of the sub-strand, the learner should be able to:
|
|
|
Regalia | Observation
Oral questions |
||
| 7 | 1-5 | Locomotor Skill: Jumping for distance |
By the end of the sub-strand, the learner should be able to:
|
|
|
Regalia | Observation
Oral questions |
||
| 8 | 1-5 | Non-Locomotor skills: Pulling and pushing |
By the end of the sub strand, the learner should be able to:
|
|
|
Regalia |
Observation Oral questions |
||
| 9 | 1-5 | Non-Locomotor skills: Pulling and pushing |
By the end of the sub strand, the learner should be able to:
|
|
|
Regalia |
Observation Oral questions |
||
| 10 | 1-5 | 2.2 Non-Locomotor skills: Turning |
By the end of the sub-strand the learner should be able to:
|
|
|
Regalia |
Observation Oral questions |
||
| 11 | 1-5 | 3.1 Manipulative skills: Kicking |
By the end of the strand the learner should be able to:
|
|
|
Regalia | Observation
Oral questions |
||
| 12 | 1-5 | 3.1 Manipulative skills: Kicking |
By the end of the strand the learner should be able to:
|
|
|
Regalia |
Observation Oral questions |
||
| 13 | END OF TERM ASSESSMENT AND CLOSING | ||||||||
Movement 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 |
Swimming |
Basic swimming skills |
By the end of the lessons, the learner should be able to: name the organ used to see in water while swimming for body awareness |
Discuss why it important to open the eyes hen swimming |
Learners could be shown video clips of other learners swimming |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: watch a video clip of people playing games in water for digital literacy |
Discuss why it important to open the eyes hen swimming |
Learners could be shown video clips of other learners swimming |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: acquire the ability to see in water for safety, personal and general space awareness |
Discuss why it important to open the eyes hen swimming |
Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: establish relationships while seeing in water for critical thinking and problem solving |
Discuss why it important to open the eyes hen swimming |
Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Basic swimming skills |
By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination |
Discuss why it important to open the eyes hen swimming |
Take a deep breath through the mouth, and submerge the whole face in water with the eyes open, hold for 10 seconds and blow out in the water |
Regalia charts |
Observation Oral questions |
|
|
2 |
1 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: watch a video clip of people floating in water for digital literacy |
Name things that may float in water? |
Learner to watch video clips of people floating on water using the mushroom float |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: acquire the ability to float in water using the mushroom float technique for survival and water safety |
Name things that may float in water? |
Practiced floating on water using the mushroom float. |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: demonstrate the ability to float in water using the mushroom float technique for survival |
Name things that may float in water? |
hold onto side of the pool hands shoulder width apart at the shallow end ii. Step back and straightening the arms and lock the elbows |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: establish relationships while floating in water for critical thinking and problem solving |
Name things that may float in water? |
float with the face fully immersed in water with eyes open, Slowly Lift the head and bring the body to a standing position |
Regalia charts |
Observation Oral questions |
|
|
3 |
5 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: appreciate floating in water for self-esteem and survival |
Name things that may float in water? |
Learner to cooperate with others and play simple water games while using the mushroom float technique |
Regalia charts |
Observation Oral questions |
|
|
|
1-2 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination |
Why it is important to know how to float in water |
Learner to cooperate with others and play simple water games while using the mushroom float technique |
Regalia charts |
Observation Oral questions |
|
|
5 |
3-4 |
|
Mushroom float |
By the end of the lessons, the learner should be able to: play simple water games for creativity, enjoyment and peaceful coexistence |
Why it is important to know how to float in water |
Learner to cooperate with others and play simple water games while using the mushroom float technique |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
|
By the end of the lessons, the learner should be able to: observe rules when playing simple games for own and others safety. |
Why it is important to know how to float in water |
Learners to observe pool safety |
Regalia charts |
Observation Oral questions |
|
|
4 |
1-2 |
|
Sculling water |
By the end of the lessons, the learner should be able to: explore the different ways of sculling water |
name any floating technique you know |
Learners to watch a video clip of other learners sculling water (standing position) |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Sculling water |
By the end of the lessons, the learner should be able to: watch video clips of people sculling in water for digital literacy |
name any floating technique you know |
Learners to watch a video clip of other learners sculling water (standing position) |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Sculling water |
By the end of the lessons, the learner should be able to: acquire the ability to scull in water for survival and water safety, |
name any floating technique you know |
Learners practice sculling in water by: at the shallow end of the pool the learner to extend the arms directly out in front, |
Regalia charts |
Observation Oral questions |
|
|
5 |
1-2 |
|
Sculling water |
By the end of the lessons, the learner should be able to: demonstrate the ability to scull water for self- confidence |
Why is it important to scull water? |
the learner’s feet stand on the pool floor and the body in a sitting arm |
Regalia charts |
Observation Oral questions |
|
|
|
3-4 |
|
Sculling water |
By the end of the lessons, the learner should be able to: establish relationships while sculling water for critical thinking and problem solving |
Why is it important to scull water? |
Learners cooperates with others to play simple games while sculling water |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Sculling water |
By the end of the lessons, the learner should be able to: make appropriate play items for creativity and imagination |
Why is it important to scull water? |
Learners to observe safety while playing water games |
Regalia charts |
Observation Oral questions |
|
|
6 |
1 |
Gymnastics |
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: name the parts of the body that are used in Single leg balance for body awareness |
Name some body balances you know |
Learners to name the parts of the body in use when performing the Single leg balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: watch video clips on ballet dance for digital literacy |
Name some body balances you know |
Learners to watch video clips of gymnastic displays |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: perform the single leg balance for coordination, balance, strength and space awareness |
Name some body balances you know |
Learners to be guided on how to perform Single leg balance |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: practice performing the single leg balance for coordination, balance, and strength |
Name some body balances you know |
Learners to practice the Single leg balance |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
|
Static balances: Single leg balance |
By the end of the lessons, the learner should be able to: observe rules for own and others safety. |
Name some body balances you know |
Observe rules while performing the Single leg balance for own and others safety |
Regalia charts |
Observation Oral questions |
|
|
7 |
1 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to name the parts of the body in use during T- balance performance for body awareness |
Name the body parts used in T- balance |
Learners to name the parts of the body in use when performing the in T-balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to watch video clips of T- balance for digital literacy |
Name the body parts used in T- balance |
Learners to watch video clips of other learners performing the T-balance |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to perform the T-balance for strength, coordination, balance, and space awareness, |
Name the body parts used in T- balance |
Learners to practice the T-balance individually and with others. |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to practice performing the T-balance for coordination, balance and strength |
Name the body parts used in T- balance |
Learners to play games |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
Gymnastics |
T-balance |
By the end of the lessons, the learner should be able to appreciate performing the T-balance for self- esteem, |
Name the body parts used in T- balance |
Learners to practice the T-balance individually and with others |
Regalia charts |
Observation Oral questions |
|
|
8 |
1 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to name the parts of the body that are in use during the performance of star balance for body awareness |
Name the body parts used in Star balance? |
Learners to answer questions on the parts of the body in use when performing the Star balance |
Regalia charts |
Observation Oral questions |
|
|
|
2 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to watch video clips of star balance for digital literacy |
Name the body parts used in Star balance? |
Learners to watch the video clips of other learners performing the Star balance |
Regalia charts |
Observation Oral questions |
|
|
|
3 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to perform the star balance for coordination, balance, strength and space awareness |
Name the body parts used in Star balance? |
Learners to practice the Star balance individually and with others |
Regalia charts |
Observation Oral questions |
|
|
|
4 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to practice performing the star balance for coordination, balance, and strength |
Name the body parts used in Star balance? |
Learners to collaborate with others and participate in activities using the star balance |
Regalia charts |
Observation Oral questions |
|
|
|
5 |
Gymnastics |
Star balance |
By the end of the lessons, the learner should be able to observe rules while performing balances for own and others safety. |
Name the body parts used in Star balance? |
Observe rules when performing the star balance activities for own and others safety. |
Regalia charts |
Observation Oral questions |
|
|
9&10 |
|
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
ASSESSEMENT |
|
Movement 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 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: name the parts of the body that are in use during the over arm throw for body awareness |
Name games that involve the over arm throw. |
Learners to name objects around the school compound that they are able to throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
2 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: name the parts of the body that are in use during the over arm throw for body awareness |
Name games that involve the over arm throw. |
Learners to name objects around the school compound that they are able to throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
3 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: watch a video clip on over arm throw for digital literacy and problem solving |
Name games that involve the over arm throw. |
Learners to observe the over arm throw skill in the you tube using digital devices such as mobile phones |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
4 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: watch a video clip on over arm throw for digital literacy and problem solving |
Name games that involve the over arm throw. |
Learners to observe the over arm throw skill in the you tube using digital devices such as mobile phones |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
5 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: perform the over arm throw in different ways for strength, coordination, endurance and balance |
Name games that involve the over arm throw. |
Learners to improvise balls using the locally available materials for use during the over arm throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
2 |
1 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: perform the over arm throw in different ways for strength, coordination, endurance and balance |
Name situations where you can use the over arm throw |
Learners to improvise balls using the locally available materials for use during the over arm throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
2 |
Basic motor skills |
Manipulative skill Over arm throw |
perform the over arm throw in different ways for strength, coordination, endurance and balance |
Name situations where you can use the over arm throw |
Learners to improvise balls using the locally available materials for use during the over arm throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
3 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: practice the over arm throw in different ways for strength coordination, endurance, balance and for excellence |
Name situations where you can use the over arm throw |
Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
4 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: practice the over arm throw in different ways for strength coordination, endurance, balance and for excellence |
Name situations where you can use the over arm throw |
Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
5 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: practice the over arm throw in different ways for strength coordination, endurance, balance and for excellence |
Name situations where you can use the over arm throw |
Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
3 |
1 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: establish relationships through using the over arm throw for critical thinking and problem solving |
Name games that involve the over arm throw. Name situations where you can use the over arm throw. |
Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back. § Throw objects of different sizes using the over arm throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
2 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: make appropriate play items for creativity and imagination |
Name games that involve the over arm throw. Name situations where you can use the over arm throw. |
Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back. § Throw objects of different sizes using the over arm throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
3 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: make appropriate play items for creativity and imagination |
Name games that involve the over arm throw. Name situations where you can use the over arm throw. |
Practices the over arm throw by throwing objects in different directions such as throwing in front, sideways and at the back. § Throw objects of different sizes using the over arm throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
4 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: appreciate throwing using the over arm throw for strength, coordination, balance and self-esteem |
Name games that involve the over arm throw. Name situations where you can use the over arm throw. |
Throw objects of different sizes using the over arm throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
5 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: play games for enjoyment; |
Name games that involve the over arm throw. Name situations where you can use the over arm throw. |
Throw objects of different sizes using the over arm throw Learners to play games that involve the over arm throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
4 |
1 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: play games for enjoyment. |
Name games that involve the over arm throw. Name situations where you can use the over arm throw. |
Throw objects of different sizes using the over arm throw Learners to play games that involve the over arm throw |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
2 |
Basic motor skills |
Manipulative skill Over arm throw |
By the end of the sub strand the learner should be able to: observe rules when playing games for own and others safety. |
Name games that involve the over arm throw. Name situations where you can use the over arm throw. |
Observe the rules when playing games using the over arm throw. |
Field markers, bean bags, ropes, Digital devices such as computers, mobile phones Video clip of the over arm throw or games that use the skill such as Netball and Cricket |
Signed questions and practical make appropriate play items and use them in their own games |
|
|
|
3 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: name the parts of the body that are in use during catching for body awareness |
What are the body parts that are used for catching? |
Learners to answer questions on the parts of the body in use when catching. |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
4 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: name the parts of the body that are in use during catching for body awareness |
What are the body parts that are used for catching? |
Learners to answer questions on the parts of the body in use when catching. |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
5 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: watch a video clip on catching for digital literacy and problem solving; |
Name games where catching is used |
learners in groups to watch video clips of people playing netball and other games where the catching skill is used |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
5 |
1 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: watch a video clip on catching for digital literacy and problem solving; |
Name games where catching is used |
learners in groups to watch video clips of people playing netball and other games where the catching skill is used |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
2 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: perform catching in different ways for strength, coordination, endurance and balance |
Name games where catching is used |
Learners to practice catching items of different sizes such as bean bags, tenniquoits and balls |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
3 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: perform catching in different ways for strength coordination, endurance and balance |
Name games where catching is used |
Learners to practice catching items of different sizes such as bean bags, tenniquoits and balls |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used
|
Signed questions and practical |
|
|
|
4 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: practice catching in different ways for strength, coordination, endurance, balance and for excellence |
Name games where catching is used |
Learners to practice catching in groups, in twos |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
5 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: practice catching in different ways for strength, coordination, endurance, balance and for excellence |
Name games where catching is used |
Learners to practice catching in groups, in twos Learners to play games using the catching skill |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
6 |
1 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: establish relationships through catching for critical thinking and problem solving; |
Name games where catching is used |
Learners to practice catching in groups, in twos Learners to play games using the catching skill |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
2 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: make appropriate balls for use, and for creativity and imagination; |
Name games where catching is used |
Learners to play games using the catching skill |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
3 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: make appropriate balls for use, and for creativity and imagination. |
Name games where catching is used |
Learners to play games using the catching skill |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
4 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: appreciate catching for Strength, coordination and balance and self-esteem. |
Name games where catching is used |
Learners to play games using the catching skill |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
5 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: play games for enjoyment. |
Name games where catching is used |
Learners to play games using the catching skill |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
7 |
1 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: play games for enjoyment. |
Name games where catching is used |
Learners to play games using the catching skill |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
2 |
|
Manipulative skills: Catching |
By the end of the sub strand, the learner should be able to: Observe rules when playing games for own and others safety. |
Name games where catching is used |
Learners to observe rules when playing games using the catching skill |
Field markers, bean bags, ropes, Digital devices such as computers and mobile phones Video clips of the catching skill and games such as netball where the catching skill is used |
Signed questions and practical |
|
|
|
3 |
Water safety: |
Pool Rules |
By the end of the sub strand, the learners should be able to: Name water bodies found in the locality. |
Name some water bodies around where you come from. Mention some of your classroom rules |
Learners in groups could be shown video clips of different water bodies such as dams, lakes, rivers, oceans and swimming pools |
Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones |
Signed questions, observations Practicals make posters |
|
|
|
4 |
Water safety |
Pool Rules |
By the end of the sub strand, the learners should be able to: Name water bodies found in the locality. |
Name some water bodies around where you come from. Mention some of your classroom rules |
Learners in groups could be shown video clips of different water bodies such as dams, lakes, rivers, oceans and swimming pools |
Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones |
Signed questions, observations Practicals make posters |
|
|
|
5 |
Water safety: |
Pool Rules |
By the end of the sub strand, the learners should be able to: create a poster of pool rules for display in the changing room. |
Name some water bodies around where you come from. Mention some of your classroom rules |
Learners to create a poster showing the swimming pool rules for display in the changing room |
Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones |
Signed questions, observations Practicals make posters |
|
|
8 |
1 |
Water safety |
Pool Rules |
By the end of the sub strand, the learners should be able to: create a poster of pool rules for display in the changing room. |
Name some water bodies around where you come from. Mention some of your classroom rules |
Learners to create a poster showing the swimming pool rules for display in the changing room |
Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones |
Signed questions, observations Practicals make posters |
|
|
|
2 |
Water safety |
Pool Rules |
By the end of the sub strand, the learners should be able to: identify sections of the pool and its environs. |
Name some water bodies around where you come from. Mention some of your classroom rules |
Learners to observe pool sanitation and hygiene showering before entering the pool |
Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones |
Signed questions, observations Practicals make posters |
|
|
|
3 |
Water safety |
Pool Rules |
By the end of the sub strand, the learners should be able to: familiarize with the pool rules for safety. |
Name some water bodies around where you come from. Mention some of your classroom rules |
Learners to observe pool sanitation and hygiene showering before entering the pool |
Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones |
Signed questions, observations Practicals make posters |
|
|
|
4 |
Water safety |
Pool Rules |
By the end of the sub strand, the learners should be able to: familiarize with the pool rules for safety. |
Name some water bodies around where you come from. Mention some of your classroom rules |
Learners to observe pool sanitation and hygiene showering before entering the pool appropriate dress code |
Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones |
Signed questions, observations Practicals make posters |
|
|
|
5 |
Water safety |
Pool Rules |
By the end of the sub strand, the learners should be able to: observe sanitation around the pool environs for personal hygiene. |
Name some water bodies around where you come from. Mention some of your classroom rules |
Learners to be taken round the swimming pool for familiarization appropriate dress code |
Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones |
Signed questions, observations Practicals make posters |
|
|
9 |
1 |
Water safety |
Pool Rules |
By the end of the sub strand, the learners should be able to: enjoy playing simple water games. |
Name some water bodies around where you come from. Mention some of your classroom rules |
Learners to be taken round the swimming pool for familiarization appropriate dress code Learners to play water games |
Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones |
Signed questions, observations Practicals make posters |
|
|
|
2 |
Water safety |
Pool Rules |
By the end of the sub strand, the learners should be able to: obey pool rules for own and others safety. |
Name some water bodies around where you come from. Mention some of your classroom rules |
Learners to observe safety rules around the swimming pool |
Swimming pool Manila paper Colouring pencils/crayons Pencils Rubbers Digital devices such as computers ,mobile phones |
Signed questions, observations Practicals make posters |
|
|
|
3 |
Swimming |
Water Safety: Personal floatation device |
By the end of the sub strand, the learner should be able to: State swimming pool rules. |
Which objects can float in water? Name any two pool rules that you know. |
Learners in groups to watch video clips of different types of floatation devices. |
Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices |
Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies |
|
|
|
4 |
Swimming |
Water Safety: Personal floatation device |
By the end of the sub strand, the learner should be able to watch a video clip of people wearing flotation devices for digital literacy and problem solving; |
Which objects can float in water? Name any two pool rules that you know. |
Learners in groups to watch video clips of different types of floatation devices. |
Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices |
Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies |
|
|
|
5 |
Swimming |
Water Safety: Personal floatation device |
By the end of the sub strand, the learner should be able to watch a video clip of people wearing flotation devices for digital literacy and problem solving; |
Which objects can float in water? Name any two pool rules that you know. |
Learners in groups to watch video clips of different types of floatation devices. |
Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices |
Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies |
|
|
10 |
1 |
Swimming |
Water Safety: Personal floatation device |
By the end of the sub strand, the learner should be able to identify different personal flotation device for wearing during swimming. |
Which objects can float in water? Name any two pool rules that you know. |
Learners to name different items that float on water |
Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices |
Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies |
|
|
|
2 |
Swimming |
Water Safety: Personal floatation device |
By the end of the sub strand, the learner should be able to demonstrate the wearing of a personal floatation device for safety. |
Which objects can float in water? Name any two pool rules that you know. |
Learners to name different items that float on water |
Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices |
Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies |
|
|
|
3 |
Swimming |
Water Safety: Personal floatation device |
By the end of the sub strand, the learner should be able to demonstrate the wearing of a personal floatation device for safety. |
Which objects can float in water? Name any two pool rules that you know. |
Learners to name different items that float on water |
Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices |
Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies |
|
|
|
4 |
Swimming |
Water Safety: Personal floatation device |
By the end of the sub strand, the learner should be able to appreciate the flotation devices for safety. |
Which objects can float in water? Name any two pool rules that you know. |
Learners to name different items that float on water. Learners to watch video clips of people wearing flotation devices. Learners practice wearing floatation devices |
Field markers, bean bags, ropes Digital devices such as computer, mobile phones Video clips of different types of floatation devices |
Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies |
|
|
|
5 |
Swimming |
Water Safety: Personal floatation device |
By the end of the sub strand, the learner should be able to play simple water games for enjoyment |
Which objects can float in water? Name any two pool rules that you know. |
Learners to name different items that float on water. Learners to watch video clips of people wearing flotation devices. Learners practice wearing floatation devices |
Field markers, bean bags, ropes, Digital devices such as computer, mobile phones Video clips of different types of floatation devices |
Signed questions, observation, practical make posters to sensitize the community on water hazards and display them on the community water bodies |
|
|
11 |
END TERM ASSESSMENT AND CLOSING |
||||||||
Movement Schemes - Grade 1 Schemes of Work Term 1 2023
|
WEEK |
LESSON |
STRAND THEME |
SUB-STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUIRY QUESTIONS |
LEARNING EXPERIENCE |
LEARNING RESOURCES |
ASSESSMENT METHODS |
REFLECTION |
|
2 |
1 |
Basic Motor Skill |
Locomotion Skills (Walking) |
By the end of the lesson the learner should be able to: Name the parts of the body and watch a video clop on walk race for digital literacy |
Which body part do we use for walking? |
The learner to answer questions on the parts of the body and watch a video clip on the body parts that is used when walking to create body awareness |
|
|
|
|
|
2 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to practice walking in different ways by: walking in different directions (forward and backwards) |
How many different directions can you walk? |
Learners to perform walking in different ways |
|
|
|
|
|
3 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to perform walking in different ways for strength, coordination, endurance and for excellence. (to the right) |
How many different directions can you walk? |
Learners to practice walking in different ways. |
|
|
|
|
|
4 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to perform in different ways for strength, coordination, endurance and for excellence (to the left) |
How many different direction can you walk? |
Learners to practice walking in different ways |
|
|
|
|
|
5 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Learners to practice and perform walking in different ways. (circular letter O) |
Which direction can you walk faster? |
Learners to practice walking in different pathways. (Circular) letter O |
|
|
|
|
3 |
1 |
Basic Motor Skill |
Locomotion Skills (Walking) |
By the end of the lesson, the learner should be able to: Perform and practice walking in different ways (straight-letter c Numbers 1,4,7) |
How many different direction can you walk? |
Learners to practice I different ways by walking in different pathways. (straight) |
|
|
|
|
|
2 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice walking in different ways (curved-letter c number 2, 3) |
How many different directions can you walk? |
Learners to practice walking in different ways by walking in different pathways. (curved) |
|
|
|
|
|
3 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice in different ways. (zigzag letters z, w, v) |
How many different directions can you walk? |
Learners to practice walking in different by walking in different pathways |
|
|
|
|
|
4 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice walking in different ways. (swivel –letter Q) |
How many different directions can you walk faster? |
Learners to practice walking in different ways by walking in different pathways |
|
|
|
|
|
5 |
Basic Motor Skill |
Locomotion Skills (Walking) |
Perform and practice walking in different levels
|
|
Learners to practice waling in different ways by walking in different levels |
|
|
|
|
4 |
1 |
Basic Motor Skill |
Locomotion Skills (Walking) |
By the end of the lesson the learner should be able to: Play simple games for enjoyment, collaboration and peaceful coexistence |
Which games do you like? |
Learners to play games that involve walking. Learners to observe rules as they walk for own and play games. |
|
|
|
|
|
2 |
Basic Motor Skill |
Locomotion Skills (running) |
Establish relationships through walking for critical thinking and problem solving |
Which direction can you walk faster? |
Learners walk in varying levels slow, medium and fast while making shapes |
|
|
|
|
|
3 |
Basic Motor Skill |
Locomotion Skills (running) |
By the end of the lesson the learner should be able to: Name the parts of the body and watch a video clip on the run race for digital literacy |
Which body parts do we use for running? |
The learner to answer questions on the parts of the body and watch a video clip on the body parts that are used when running to create body awareness |
|
|
|
|
|
4 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to perform walking in different ways by running in different directions. (forward and backward) |
How many directions can you run? |
Learners to perform running in different ways |
|
|
|
|
|
5 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to perform running in different ways for strength, coordination, endurable and for excellence. (to the right) |
How many different directions can you run? |
Learners to practice running in different ways |
|
|
|
|
5 |
1 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to perform running in different ways for strength, coordination, endurance and for excellence ( to the left) |
How many different directions can you run? |
Learners to practice running in different ways |
|
Observation Oral questions |
|
|
|
2 |
Basic Motor Skill |
Locomotion Skills (running) |
Learners to practice and perform running in different ways. (circular, letter o) |
Which direction can you run faster? |
Learners to practice running in different pathways. (circular, letter o) |
|
|
|
|
|
3 |
Basic Motor Skill |
Locomotion Skills (running) |
By the end of the lesson the learner should be able to perform and practice running in different ways. (straight – letter A-Numbers 1, 4, 7) |
How many different directions can you run? |
Learners to practice running in different ways by running in different pathways (straight) |
|
|
|
|
|
4 |
Basic Motor Skill |
|
Perform and practice running in different ways. (curved-letter C- Numbers 2,3) |
How many different directions can you run? |
Learners to practice running in different ways of running in different pathways |
|
|
|
|
|
5 |
Basic Motor Skill |
|
Perform and practice running in different ways. (zigzag-letters z, w, v, |
How many different direction can you run? |
Learners to practice running in different ways by running in different pathways. |
|
|
|
|
6 |
1 |
Basic Motor Skill |
Locomotion Skills |
Perform and practice running in different ways (swivel-letter 2) |
How many different directions can you run? |
Learners to practice running in different ways by running in different pathways. |
|
|
|
|
|
2 |
Basic Motor Skill |
Locomotion Skills (Running) |
By the end of the lesson the learner should be able to perform and practice running in different ways.
|
Which direction can you run fast? |
Learners to practice running in different ways by running in different levels |
|
|
|
|
|
3 |
Basic Motor Skill |
Locomotion Skills (Running) |
The learner to make appropriate play items for creativity and imagination |
Which play items do you like playing with? |
Learners to make appropriate play items for creativity and imagination |
|
|
|
|
|
4 |
Basic Motor Skill |
Locomotion Skills (Running) |
The learner to play games for enjoyment collaboration and peaceful coexistence |
Which games do you like playing? |
Learners to play games that involve running such as: run carrying bean bags, egg and run while in sacks with slow, moderate and fast speed. |
|
|
|
|
|
5 |
Basic Motor Skill |
Locomotion Skills (Running) |
Establish relationships through running for critical thinking and problem solving |
Which direction can you run faster? |
Learners to obey rules as they run and play games |
|
|
|
|
7 |
1 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
By the end of the lesson the learner should be able to: Watch a video clip for height for body awareness and digital literacy |
Name the body parts in se when jumping for height |
Learners to watch video clips and identify the parts of the body used when jumping for height |
|
|
|
|
|
2 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Learners to practice jumping in different ways. (forward and backward) |
Which direction is easier for you to jump? |
Learners to practice jumping in different ways |
|
|
|
|
|
3 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Learners to perform jumping in different ways for strength coordination, endurable and for excellence. (to the right) |
Which direction is easier for you to jump to? |
Learners to perform jumping in different ways for strength, coordination, endurable and for excellence |
|
|
|
|
|
4 |
Basic Motor Skill |
|
Learners to perfume jumping in different ways (to the left)
|
Which direction is easier for you to jump to?
|
Learners to perform to jumping in different ways (to the left)
|
|
Observation Oral questions |
|
|
|
5 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
By the end of the lesson the learner should be able to practice and perform jumping in different ways. (circulat) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in circular ways |
|
|
|
|
8 |
1 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
The learner to perform and practice jumping in different ways.(straight) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in circular ways |
|
|
|
|
|
2 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Perform and practice jumping in different ways.(curved) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in curved ways |
|
|
|
|
|
3 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Perform and practice jumping in different ways.(zigzag) |
Which direction is easier for you to jump? |
Learner to practice and perform jumping in zigzag ways |
|
|
|
|
|
4 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
By the end of the lesson the learner should be able to run in varying levels- slow, medium and fast while making shapes |
Which direction can you run fast |
Learners to vary in levels slow, medium and fast while making shapes |
|
|
|
|
|
5 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
Establish relationships through jumping for height for critical thinking and problem solving |
Which direction you to jump easily? |
Learner to relationships through jumping. |
|
|
|
|
9 |
1 |
Basic Motor Skill |
Locomotion Skills Jumping for height |
The learner to make appropriate play items for creativity and imagination |
Which direction is easier for you to jump? |
Learner to make appropriate play items for creativity and imagination |
|
|
|
|
|
2 |
Basic Motor Skill |
Locomotion Skills (Jumping for height) |
The learner to play games for enjoyment, collaboration and peaceful coexistence |
Which games do you like playing? |
Learner to play game that involve jumping for height such as in threes and with a rope |
|
|
|
|
|
3 |
Basic Motor Skill |
Non-Locomotion Skills (stretching ) |
By the end of the lesson the learner should be able to: Explore stretching in different directions for body awareness |
Name the body parts that are in use when stretching |
Learners to answer questions on parts of the body that are in use when stretching |
|
|
|
|
|
4 |
Basic Motor Skill |
Non-Locomotion Skills (stretching ) |
Learner to watch a video clip of a cheetah and a cat stretching |
Which animals stretch themselves? |
Learners to watch a video clip of a cheetah and a cat stretching |
|
|
|
|
10 |
1 |
Basic Motor Skill |
Non-Locomotion Skills (stretching ) |
Perform stretching in different ways for flexibility, agility, coordination and space awareness |
How many different directions can you stretch towards? |
Learners to stretch towards different directions such as sideways |
|
|
|